@article{article_370424, title={IDENTIFYING STUDENTS’ SCIENTIFIC ARGUMENTATION SKILL AT JUNIOR HIGH SCHOOL 1 ARGAMAKMUR, NORTH BENGKULU}, journal={IJAEDU- International E-Journal of Advances in Education}, volume={3}, pages={566–572}, year={2017}, DOI={10.18768/ijaedu.370424}, url={https://izlik.org/JA56ZP26GD}, author={Putri, Mentari Darma and Rusdiana, Dadi}, keywords={Scientific Argumentation,Students’ Scientific Argumentation Skill}, abstract={<p class="MsoNormal"> <span lang="en" xml:lang="en">This is a preliminary study aimed to identify students’ scientific
argumentation skill at Junior High School 1, Argamakmur, North Bengkulu. The
data were gathered by online survey to 8 science teachers in Bengkulu and test
to 32 students of grade eight in Junior High School 1, Argamakmur, North
Bengkulu. Online survey consisted of 4 questions focused on </span> <span lang="en-us" xml:lang="en-us">science
learning issues. </span> <span lang="en" xml:lang="en">The essay test to obtain
scientific argumentation skill consisted of 4 questions, where each question was
covering four indicators of scientific argumentation: claim, data, warrant and
backing. A valid scientific argumentation test was adopted from Putri (2016).
Data were analyzed using descriptive statistics by calculating the percentage
of average score of teacher answers and students’ scientific argumentation
skill as a whole. The data analysis revealed that the teachers argue that students’
scientific argumentation skill was still very low compared to others skill like </span> <span lang="en-us" xml:lang="en-us">the science process skill, critical thinking skill, creative thinking
skill, scientific literacy skill and student independence </span> <span lang="en-us" xml:lang="en-us"> </span> <span lang="en" xml:lang="en">and this statement supported
by test result where the score of students’ argumentation skill achieved low
category. </span> <span lang="en-us" xml:lang="en-us">This </span> <span lang="in" xml:lang="in">phenomenon </span> <span lang="en-us" xml:lang="en-us">might be caused by
the lack of educational learning process that facilitates students in
expressing their opinions according to scientific evidence both orally and in
writing. </span> <span lang="en" xml:lang="en">This paper also offers an idea helping teachers to
improve students’ scientific argumentation skill by implementing
phenomenon-based learning with video assistance through a modified " <i>flipped classroom </i>" approach. </span> <span lang="en-id" xml:lang="en-id"> </span> </p> <p> </p>}, number={9}