The Effectiveness of Argument-Driven Inquiry in Promoting Students’ Argumentation Skills About Colloids
- DOI
- 10.2991/aer.k.210825.058How to use a DOI?
- Keywords
- Argument-driven inquiry, inquiry-based learning, argumentation skills, colloidal-concepts
- Abstract
This study aimed to investigate the effect of argument-driven inquiry (ADI) in promoting students’ argumentation skills about colloidal concepts in comparison to inquiry-based learning (IbL) strategy. Factors that affected the students’ skills between the strategies were also identified. Three classes of 11th grade students (ADI-1, ADI-2, IbL) were involved. Data were collected using field-notes and argumentation tests and then analyzed using the interpretive method and the one-way ANOVA test. The results of the ANOVA test showed significant difference of skills amongst the classes (F-value=27.671, sig<.05). Tukey HSD test however showed that the mean scores of ADI-1 and ADI-2 were indifferent (mean=88.89 & 88.48, SD=4.73 & 4.40, sig>.05) but both were significantly different from the IbL (mean=80.98, SD=4.90, sig<.05). Therefore, ADI was more effective than the IbL strategy in promoting the students’ argumentation skills about the colloidal concepts. Different experiences the students had in the three classes were the factor that produced the skill differences between the students.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Dessy Rizki Amelia AU - Asrial AU - Muhammad Haris Effendi-Hasibuan PY - 2021 DA - 2021/08/26 TI - The Effectiveness of Argument-Driven Inquiry in Promoting Students’ Argumentation Skills About Colloids BT - Proceedings of the 3rd Green Development International Conference (GDIC 2020) PB - Atlantis Press SP - 328 EP - 335 SN - 2352-5401 UR - https://doi.org/10.2991/aer.k.210825.058 DO - 10.2991/aer.k.210825.058 ID - Amelia2021 ER -