Enhancing students' argumentation skills through socio-scientific real-world inquiry: A quasi-experimental study in biological education
Argumentation skills are important for students to analyze and evaluate critical information, especially in complex science issues. Socio-Scientific Real-world Inquiry [SSRI] learning helps students develop deep scientific understanding and the ability to build evidence-based arguments in a real con...
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Journal of Pedagogical Research
2025-03-01
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| Series: | Journal of Pedagogical Research |
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| Online Access: | https://www.ijopr.com/download/enhancing-students-argumentation-skills-through-socio-scientific-real-world-inquiry-a-16212.pdf |
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| author | Anwari Adi Nugroho Sajidan Sajidan Suranto Suranto Mohammad Masykuri |
| author_facet | Anwari Adi Nugroho Sajidan Sajidan Suranto Suranto Mohammad Masykuri |
| author_sort | Anwari Adi Nugroho |
| collection | DOAJ |
| description | Argumentation skills are important for students to analyze and evaluate critical information, especially in complex science issues. Socio-Scientific Real-world Inquiry [SSRI] learning helps students develop deep scientific understanding and the ability to build evidence-based arguments in a real context. This study aimed to examine the effectiveness of SSRI learning model in improving argumentation skills. The research design used was quasi-experimental with a pretest-posttest non-equivalent control group design, in which argumentation skills were measured before and after the intervention in two groups: an experimental group consisting of 44 students who received learning with the SSRI model and a control group comprised of 46 students who followed the inquiry learning. Analysis of changes in pretest and posttest scores on each aspect of argumentation skills was conducted using a paired sample t-test. In contrast, comparison of posttest scores between the two groups was analyzed by independent sample t-test. Analysis of the effect size on each aspect of argumentation skills in the control group and experimental group using Cohen's Effect Size method. The analysis results showed that the SSRI learning model was more effective in improving argumentation skills than the inquiry learning. These results indicate that SSRI can be an effective learning approach for educators and educational policymakers in an effort to develop argumentation skills that are crucial for individuals. |
| format | Article |
| id | doaj-art-383b9640d86b47d793e5fe28a4da24ab |
| institution | OA Journals |
| issn | 2602-3717 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Journal of Pedagogical Research |
| record_format | Article |
| series | Journal of Pedagogical Research |
| spelling | doaj-art-383b9640d86b47d793e5fe28a4da24ab2025-08-20T01:53:26ZengJournal of Pedagogical ResearchJournal of Pedagogical Research2602-37172025-03-019133736210.33902/JPR.202531979Enhancing students' argumentation skills through socio-scientific real-world inquiry: A quasi-experimental study in biological educationAnwari Adi Nugroho0Sajidan Sajidan1Suranto Suranto2Mohammad Masykuri3Doctorate Program of Natural Science Education, Universitas Sebelas Maret, Indonesia; Biology Education Departement, Universitas Veteran Bangun Nusantara, Indonesia Doctorate Program of Natural Science Education, Universitas Sebelas Maret, IndonesiaDoctorate Program of Natural Science Education, Universitas Sebelas Maret, IndonesiaDoctorate Program of Natural Science Education, Universitas Sebelas Maret, IndonesiaArgumentation skills are important for students to analyze and evaluate critical information, especially in complex science issues. Socio-Scientific Real-world Inquiry [SSRI] learning helps students develop deep scientific understanding and the ability to build evidence-based arguments in a real context. This study aimed to examine the effectiveness of SSRI learning model in improving argumentation skills. The research design used was quasi-experimental with a pretest-posttest non-equivalent control group design, in which argumentation skills were measured before and after the intervention in two groups: an experimental group consisting of 44 students who received learning with the SSRI model and a control group comprised of 46 students who followed the inquiry learning. Analysis of changes in pretest and posttest scores on each aspect of argumentation skills was conducted using a paired sample t-test. In contrast, comparison of posttest scores between the two groups was analyzed by independent sample t-test. Analysis of the effect size on each aspect of argumentation skills in the control group and experimental group using Cohen's Effect Size method. The analysis results showed that the SSRI learning model was more effective in improving argumentation skills than the inquiry learning. These results indicate that SSRI can be an effective learning approach for educators and educational policymakers in an effort to develop argumentation skills that are crucial for individuals. https://www.ijopr.com/download/enhancing-students-argumentation-skills-through-socio-scientific-real-world-inquiry-a-16212.pdfargumentationbiology educationexperimental studyinquiry learningsocio-scientific issues |
| spellingShingle | Anwari Adi Nugroho Sajidan Sajidan Suranto Suranto Mohammad Masykuri Enhancing students' argumentation skills through socio-scientific real-world inquiry: A quasi-experimental study in biological education Journal of Pedagogical Research argumentation biology education experimental study inquiry learning socio-scientific issues |
| title | Enhancing students' argumentation skills through socio-scientific real-world inquiry: A quasi-experimental study in biological education |
| title_full | Enhancing students' argumentation skills through socio-scientific real-world inquiry: A quasi-experimental study in biological education |
| title_fullStr | Enhancing students' argumentation skills through socio-scientific real-world inquiry: A quasi-experimental study in biological education |
| title_full_unstemmed | Enhancing students' argumentation skills through socio-scientific real-world inquiry: A quasi-experimental study in biological education |
| title_short | Enhancing students' argumentation skills through socio-scientific real-world inquiry: A quasi-experimental study in biological education |
| title_sort | enhancing students argumentation skills through socio scientific real world inquiry a quasi experimental study in biological education |
| topic | argumentation biology education experimental study inquiry learning socio-scientific issues |
| url | https://www.ijopr.com/download/enhancing-students-argumentation-skills-through-socio-scientific-real-world-inquiry-a-16212.pdf |
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