The Effect of Practicum-Based Argument-Driven Inquiry Model on Students Scientific Argumentation Skills Ayu Gunaningtyas, Febriani Sarwendah Asri Nugraheni, Supurwoko
Universitas Sebelas Maret, Indonesia
Abstract
The average scientific argumentation skills of junior high school students in Indonesia remain relatively low. To address this issue, this study aimed to: (1) determine the effect of the practicum-based Argument-Driven Inquiry (ADI) learning model on students scientific argumentation skills, and (2) explore how the model influences these skills. A mixed-method approach with an explanatory sequential design was employed. The population consisted of all seventh-grade students at SMP Negeri 1 Sambi, with two classes selected through cluster random sampling: class VII A as the control group using Discovery Learning, and class VII B as the experimental group using the practicum-based ADI model. Quantitative data were collected through essay tests, while qualitative data were obtained through classroom observations and interviews. The findings showed a significant positive effect of the practicum-based ADI model, supported by the ANCOVA test result of 0.001 (p < 0.05) and a higher mean posttest score in the experimental class (70.3) compared to the control class (36.7). Observations indicated that students in the experimental class more frequently demonstrated claims, data, reasoning, additional backing, and rebuttals, while such aspects were rarely observed in the control class. Interviews further revealed that experimental class students could explain how they built claims, presented evidence, integrated literature, and rebutted opposing arguments, whereas control class students often struggled. Overall, the practicum-based ADI model proved more effective than Discovery Learning in enhancing students scientific argumentation skills at the junior high school level.
