THE IMPACT OF INQUIRY-BASED ONLINE LEARNING WITH VIRTUAL LABORATORIES ON STUDENTS’ SCIENTIFIC ARGUMENTATION SKILLS

Year 2023, , 1 - 20, 01.10.2023

Ahmad Fauzi Hendratmoko , Madlazim Madlazım , Wahono Wıdodo , I Gusti Made Sanjaya

https://doi.org/10.17718/tojde.1129263

Abstract

Scientific argumentation is a higher-order thinking skill that is a major focus in education in the 21st century. This is a skill that plays an important role in knowledge construction which in reality is rarely implemented in science learning. The facts show that most students have low scientific argumentation skills and still need to be improved. In improving scientific argumentation skills, the learning design used must give students more opportunities to build and criticize arguments, make claims, and use evidence in the process of reasoning based on inquiry activities. Based on the results of previous research, it is known that inquiry-based learning has extraordinary potential in developing students’ scientific argumentation skills. Interestingly, no research has been found that reveals the effect of inquiry-based online learning on students’ scientific argumentation skills. Therefore, this study aims to determine the impact of inquiry-based online learning with a virtual laboratory on students’ scientific argumentation skills. This study uses a onegroup pretest-posttest design with n-gain analysis. The results of this study indicate that the application of inquiry-based online learning with a virtual laboratory can improve students’ scientific argumentation skills. Uniquely, this only significantly impacts the claim, evidence, and reasoning components, but not the counterclaim and rebuttal components.

Keywords

Scientific Argumentation Skills, Online Learning, Inquiry-Based Online Learning, Virtual Laboratory

Supporting Institution

Universitas Negeri Surabaya

References

• Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333.
• Aisyah, I. & Wasis (2015). Penerapan Model Pembelajaran Inkuiri untuk Melatihkan Kemampuan Argumentasi Ilmiah Siswa pada Materi Kalor di SMAN 1 Pacet. Inovasi Pendidikan Fisika, 4(2), 83-87.
• Ariyanti, E., Fadly, W., Anwar, M. K., & Sayekti, T. (2021). Analisis Kemampuan Membuat Kesimpulan Menggunakan Model Contextual Teaching and Learning Berbasis Education for Sustainable Development. Jurnal Tadris IPA Indonesia, 1(2), 99-107.
• Bayrak, F., Tıbı, M. H. & Altun, A. (2020). DEVELOPMENT OF ONLINE COURSE SATISFACTION SCALE. Turkish Online Journal of Distance Education, 21 (4), 110-123. DOI: 10.17718/tojde.803378
• Bell, P., & Linn, M. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797–817.
• Bricker, L. A., & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473–498.
• Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110.
• Chen, X., Jia, S., & Xiang, Y. (2020). A review: Knowledge reasoning over knowledge graph. Expert Systems with Applications, 141, 112948, 1-21.
• Chen, Y. C. (2020). Dialogic pathways to manage uncertainty for productive engagement in scientific argumentation. Science & Education, 29(2), 331-375.
• Erduran, S., Simon, S. & J. Osborne, J. (2004). TAPping into Argumentation: Developments in the Application of Toulmin’s Argument Pattern for Studying Science Discourse. Science Education, 88 (6): 915-933.
• Falk, A., & Brodsky, L. (2013). Scientific argumentation as a foundation for the design of inquiry-based science instruction. Journal of Mathematics and Science: Collaborative Explorations, 13(1), 27-55.
• Ginting, S. A. (2017). The importance of opening moves in classroom interaction. Advances in Language and Literary Studies, 8(6), 7-11.
• Greenleaf, C., & Brown, W. R. (2017). ARGUMENT FOR LEARNING. The Learning Professional, 38(2), 56-70.
• Hendratmoko, A. F., Wasis, W., & Susantini, E. (2016). Development of Physics Learning Materials Based on Guided Inquiry Model Integrated with Virtual Laboratory to Facilitate Student’s Scientific Argumentation Ability. Lensa: Jurnal Kependidikan Fisika, 4(1), 1-12.
• Heng, K., & Sol, K. (2021). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Journal of Educational Research, 1(1), 3-16.
• Ifthinan, D. N. M., & Atun, A. (2019). Virtual laboratory based on inquiry in chemical equilibrium as learning innovations. International Journal on New Trends in Education and Their Implications, 10(1), 8-18.
• Jayadiningrat, M. G., Tika, I. N., & Yuliani, N. P. (2017). Meningkatkan kesiapan dan hasil belajar siswa pada pembelajaran kimia dengan pemberian kuis di awal pembelajaran. Jurnal Pendidikan Kimia Indonesia, 1(1), 7-12.
• Junaidi, Gani, A., Mursal. (2016). Model virtual laboratory berbasis inkuiri untuk meningkatkan keterampilan generik sains siswa MA. Jurnal Pendidikan Sains Indonesia, 4(2), 130-136.
• Katchevich, D., Hofstein, A., & Mamlok-Naaman, R. (2013). Argumentation in the chemistry laboratory: Inquiry and confirmatory experiments. Research in science education, 43(1), 317-345.
• Krajcik, J., McNeill, K., & Reiser, B. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based-pedagogy. Science Education, 92(1), 1–32.
• Lawrence, J., & Reed, C. (2020). Argument mining: A survey. Computational Linguistics, 45(4), 765-818.
• Lee, H. S., Liu, O. L., Pallant, A., Roohr, K. C., Pryputniewicz, S., & Buck, Z. E. (2014). Assessment of uncertainty-infused scientific argumentation. Journal of Research in Science Teaching, 51(5), 581–605.
• Listiyani, L. R. (2018). Implementasi model pembelajaran inkuiri berbasis refleksi kelompok pada materi reaksi redoks. JIPVA (Jurnal Pendidikan IPA Veteran), 2(1), 58-65.
• Lobczowski, N. G., Allen, E. M., Firetto, C. M., Greene, J. A., & Murphy, P. K. (2020). An exploration of social regulation of learning during scientific argumentation discourse. Contemporary Educational Psychology, 63, 101925.
• Mitchell, K. M., & Manzo, W. R. (2018). The purpose and perception of learning objectives. Journal of Political Science Education, 14(4), 456-472.
• Mulyati, T. (2016). Kemampuan pemecahan masalah matematis siswa sekolah dasar. EduHumaniora, Jurnal Pendidikan Dasar Kampus Cibiru, 3(2).
• Nam, Y., & Chen, Y. C. (2017). Promoting argumentative practice in socio-scientific issues through a science inquiry activity. EURASIA Journal of Mathematics, Science and Technology Education, 13(7), 3431-3461.
• Nussbaum, E., Sinatra, G., & Poliquin, A. (2008). Role of epistemic beliefs and scientific argumentation in science learning. International Journal of Science Education, 30(15), 1977–1999.
• Orbach, M., Bilu, Y., Gera, A., Kantor, Y., Dankin, L., Lavee, T., ... & Slonim, N. (2019). A dataset of general-purpose rebuttal. arXiv preprint arXiv:1909.00393.
• Pardimin, P., Setiana, D. S., & Supriadi, D. (2021). Development of Online Inquiry Mathematics Learning Model Based on Javanese Culture Ethnomathematics. Jurnal Mercumatika: Jurnal Penelitian Matematika dan Pendidikan Matematika, 6(1), 24-32.
• Perdana, R., Jumadi, J., & Rosana, D. (2019). Relationship between Analytical Thinking Skill and Scientific Argumentation Using PBL with Interactive CK 12 Simulation. International Journal on Social and Education Sciences, 1(1), 16-23.
• Psycharis, S. (2016). Inquiry based-computational experiment, acquisition of threshold concepts and argumentation in science and mathematics education. Journal of Educational Technology & Society, 19(3), 282-293.
• Pudjantoro, P. (2016). Penerapan Metode Debat Guna Mengembangkan Sikap Kritis Dan Keterampilan Berargumentasi Mahasiswa. Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan, 28(2), 137-144.
• Rakhmawati, S., & Azmi, N. (2016). Analisis pelaksanaan kurikulum 2013 ditinjau dari standar proses dalam pembelajaran biologi kelas X di SMA Negeri 1 Krangkeng. Scientiae Educatia: Jurnal Pendidikan Sains, 5(2), 156-164.
• Romano, L. G., Occelli, M., & Adúriz-Bravo, A. (2021). School Scientific Argumentation Enriched by Digital Technologies: Results with Pre-and In-Service Science Teachers. EURASIA Journal of Mathematics, Science and Technology Education, 17(7), 1 – 16.
• Rutten, N., Van D.V, J. T., & Van J. W. R. (2015). Inquiry-based whole-class teaching with computer simulations in physics. International Journal of Science Education, 37(8), 1225-1245.
• Sandoval, W., & Reiser, B. (2004). Explanation driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345–372.
• Sandoval, W., & Millwood, K. (2005). The quality of students’ use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23–55.
• Sampson, V., & Clark, D. (2007). Incorporating scientific argumentation into inquiry-based activities with online personally seeded discussions. Science Scope, 30(6), 43-47.
• Sampson, V., & Grooms, J. (2010). Generate an argument: An instructional model. The Science Teacher, 77(5), 32.
• Sampson, V., Grooms, J., & Walker, J. (2011). Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217–257.
• Schen, M. (2013). A comparison of biology majors’ written arguments across the curriculum. Journal of Biological Education, 47 (4), 224-231.
• Stanford, C., Moon, A., Towns, M., & Cole, R. (2016). Analysis of instructor facilitation strategies and their influences on student argumentation: A case study of a process oriented guided inquiry learning physical chemistry classroom. Journal of Chemical Education, 93(9), 1501-1513.
• Suganda, T., Parno, P., & Sunaryono, S. (2021). Identifikasi Argumentasi Ilmiah Siswa Topik Gelombang Bunyi dan Cahaya. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 6 (9), 1413-1417.
• Suraya, S., Setiadi, A. E., & Muldayanti, N. D. (2019). Argumentasi Ilmiah Dan Keterampilan Berpikir Kritis Melalui Metode Debat. Edusains, 11(2), 233-241.
• Tanfiziyah, R., & Rochintaniawati, D. (2021). Profil Keterampilan Argumenasi Siswa Mengenai Isu Sosiosaintifik dalam Pembelajaran Online. Biosfer: Jurnal Biologi dan Pendidikan Biologi, 6 (1), 6-14.
• Tang, K. S. (2022). Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation. Journal of Research in Science Teaching, 1-41.
• Topalsan, A. K. (2020). Development of scientific inquiry skills of science teaching through argument-focused virtual laboratory applications. Journal of Baltic Science Education, 19(4), 628-646.
• Ventura, M., Moadebi, S., & Damian, D. (2021). Impact of motivational interviewing training on emergency department nurses’ skills: A one-group pretest–posttest pilot study. International Emergency Nursing, 56, 1 – 6.
• Wallon, R. C., Jasti, C., Lauren, H. Z., & Hug, B. (2018). Implementation of a curriculum-integrated computer game for introducing scientific argumentation. Journal of science education and technology, 27(3), 236-247.
• Walker, J. P., Van Duzor, A. G., & Lower, M. A. (2019). Facilitating argumentation in the laboratory: The challenges of claim change and justification by theory. Journal of Chemical Education, 96(3), 435-444.
• Wenning, C. J. (2010). Levels of inquiry: Using inquiry spectrum learning sequences to teach science. Journal of Physics Teacher education online, 5(4), 11-20.
• Williams, P. J., Nguyen, N., & Mangan, J. (2017). Using technology to support science inquiry learning. JOTSE, 7(1), 26-57.
• Yıldırım, F. S. (2021). The Effect of Virtual Laboratory Applications on 8th Grade Students' Achievement in Science Lesson. Journal of Education in Science Environment and Health, 7 (2), 171-181. DOI: 10.21891/jeseh.837243
• Yun, S. M., & Kim, H. B. (2011). Development and application of the scientific inquiry tasks for small group argumentation. Journal of the Korean Association for Science Education, 31(5), 694-708.
• Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62.
• Arends, R. (2012). Learning to teach (9th edition). New York: Mc-Graw Hill.
• Facione, P. A. (2011). Critical thinking: What it is and why it counts. Millbrae, CA: Measured Reasons and The California Academic Press.
• Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century: Learning in the 21st century. USA: Libraries Unlimited, Inc.
• Moreno, R. (2010). Educational Psychology. New York: Jhon Wiley & Sonc, Inc.
• Santrock, J. W. (2011). Educational Phycology – Fifth Edition. New York: McGraw-Hill.
• Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: A review of the history and current state of distance, blended, and online learning. Arlington: Link Research Lab.
• Sugiyono. (2014). Metode penelitian kombinasi (mixed methods). Bandung: Alfabeta.
• Toulmin, S. E. (2003). The uses of argument: Updated edition. Cambridge: Cambridge University Press.
• Woolfolk, A. (2016). Educational Psychology – Thirteenth Edition. Harlow: Pearson Education Limited.
• Hake, R. R. (1999). Analyzing change/gain scores. (Online). Tersedia http://www.physicsindiana.edu/sdi/Analyzing-Change-Gain.pdf.
• Clark, D., Sampson, V., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., ... & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In E-Collaborative knowledge construction: Learning from computer-supported and virtual environments, 1-39. IGI Global.
• Fakhriyah, F., Rusilowati, A., Nugroho, S. E., & Saptono, S. (2021). Mengembangkan Kemampuan Argumentasi Ilmiah Calon Guru Sekolah Dasar sebagai Bentuk Penguatan Keterampilan Abad 21. In Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS) (Vol. 4, No. 1, pp. 190-194).
• Hakim, A., Sahmadesti, I., & Hadisaputra, S. (2020). Promoting students’ argumentation skill through development science teaching materials based on guided inquiry models. In Journal of Physics: Conference Series (Vol. 1521, No. 4, p. 042117). IOP Publishing.
• Manurung, I. F. U., Mailani, E., & Simanihuruk, A. (2019, May). The Effect of Argument Driven Inquiry Model Using Virtual Laboratory to Increase the Scientific Argumentation Ability of Primary School Teacher Education Program Students. In 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018) (pp. 81-84). Atlantis Press.
• Muntholib, M., Munadhiroh, A., Setiawan, N. C. E., Yahmin, Y., Suwono, H., Habiddin, H., & Rodić, D. (2020). High school students’ scientific argumentation on chemical equilibrium. In AIP Conference Proceedings, 2230(1), 1–7. AIP Publishing LLC.
• Muntholib, M., Hidayati, K., Purnajanti, L., Utomo, Y., & Hariyanto, H. (2021). Impact of explicit scientific inquiry instruction on students’ scientific argumentation skills in salt hydrolysis. In AIP Conference Proceedings, 2330 (1), 1-6. AIP Publishing LLC.
• Okada, A. (2014). Scaffolding school students’ scientific argumentation in inquiry-based learning with evidence maps. In Knowledge Cartography (pp. 135-172). Springer, London.
• Probosari, R. M., Widyastuti, F., Sajidan, S., Suranto, S., & Prayitno, B. A. (2019). Improving scientific argumentation: opportunities and barriers analysis in inquiry-based scientific reading. In Journal of Physics: Conference Series (Vol. 1280, No. 3, p. 032005). IOP Publishing.
• Roviati, E., Widodo, A., Purwianingsih, W., & Riandi, R. (2017). Perceptions of prospective biology teachers on scientific argumentation in microbiology inquiry lab activities. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012132). IOP Publishing.
• Septyastuti, H. L., Sutrisno, & Widarti, H. R. (2021). The effectiveness of inquiry-based learning with OE3R strategy for scientific argumentation skill. In AIP Conference Proceedings (Vol. 2330, No. 1, p. 020004). AIP Publishing LLC.