Analysis of Students' Argumentation Skill and Conceptual Knowledge in Friction Force Lesson through Argumentative Task

DOI

10.2991/icmsed-16.2017.18How to use a DOI?

Keywords

Argumentation Skill; Conceptual Knowledge; Friction Force; Argumentative Task

Abstract

Scientific phenomenon found in daily life is highly related to friction force. However, students are not capable in comprehending that phenomenon conceptually or contextually. In the end, the science class is felt as less meaningful. Generally, students' answers in learning process is very limited and is not able to show their true thinking skill. This affects the concept knowledge which students already have. The thinking process can be indicated by the argument given by students in experiment. Based on the evaluation in the experiment, students haven't been able to comprehend the abstract concept friction force. Thus, a media is needed to initiate student in order to develop students' argumentation skills and their conceptual knowledge. The methodology used in this study is descriptive study. Twenty one students from one of Islamic elementary school were chosen as the participants of this study. The finding shows that the arguments given by students are 100% at the first level (in the task of use the complex data), 76% at the first level and 24% at the second level (at the task of conflicting hypothesis), and 86% at the first level and 14% at the second level (in the task of post-investigating discussion). At the final learning session, the average score for comprehending basic knowledge conceptually is 91.81, whereas the argumentation skill of students is at the first level (78.09%) and the second level (21.91%). The correlation coefficient between the conceptual knowledge and argumentation skill (r=0.19) is very low or extremely low. Therefore, in the next learning session, the argumentative task should be combined with science literature to give students' insight in giving argument. In the end of learning session, teacher gave a question to students. The result shows that argumentative task rises up students' motivation and curiosity to learn science topic, where 71.42% students said yes and 28.58% students said no.

Copyright

© 2017, 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/).

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TY  - CONF
AU  - Rendi R Sukardi
AU  - Yanti V Agustrianti
PY  - 2017/01
DA  - 2017/01
TI  - Analysis of Students' Argumentation Skill and Conceptual Knowledge in Friction Force Lesson through Argumentative Task
BT  - Proceedings of the 2016 International Conference on Mathematics and Science Education
PB  - Atlantis Press
SP  - 80
EP  - 84
SN  - 2352-5398
UR  - https://doi.org/10.2991/icmsed-16.2017.18
DO  - 10.2991/icmsed-16.2017.18
ID  - Sukardi2017/01
ER  -