Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Rita Istiana, Desti Herawati

Judul : Problem-Based Learning of Environmental Sociocritical Issues in Building the Skills Argumentation for the Ages of 21st Century Education
Abstrak :

The low quality of argumentation in students is caused by the learning process which is generally in the form of knowledge transfer. Students are rarely given the opportunity to investigate an issue and develop reasoning, critical thinking, and propose arguments about environmental issues. Teaching socio-scientific issues can have a positive influence on student motivation, contribute to student learning outcomes, develop critical thinking skills, decision-making skills, argumentation skills, and moral development. The purpose of this study is to improve students' argumentation skills on environmental sociocritical issues through the application of problem-based learning models and analyze the effectiveness ofmodels problem-based learning in enhancing student argumentation skills on environmental sociosocial issues. The study was conducted by Pakuan University, in January 2018 to August 2018. The research period was the even semester of the academic year 2017 / 2018. The subjects of this study were students of the fifth semester of the Biology Education Study Program. The research method used in this study was Experiments. Instruments used through expert services. Improved argumentation skills of prospective biology teacher students in lectures with themodel are Problem based Learning still very low. This is indicated by very little increase in N-Gain. All students have been able to submit arguments on the grounds that are the basis for submission. However, most of the arguments put forward have invalid and irrelevant data / evidence that is unable to corroborate the arguments put forward. 

Tahun : 2019 Media Publikasi : Seminar Internasional
Kategori : Prosiding No/Vol/Tahun : 0 / 0 / 2019
ISSN/ISBN : 12345
PTN/S : Universitas Pakuan Program Studi : PENDIDIKAN BIOLOGI
Bibliography :

Acar, Ö., Patton, B. R., & White, A. L. 2015. Prospective secondary science teachers’ argumentation skills and the interaction of these skills with their conceptual knowledge. Australian Journal of Teacher Education, 40(9), 132–156.

Arends, R. I. (2012). Learning to Teach (Ninth Edition) . New York: McGraw-Hill.

Bekiroglu, F. O. & Eskin, H. (2012). Examination of the Relationship Between Engagement in Scientific Argumentation and Conceptual Knowledge. International Journal of Science and Mathematics Education, 10, 1415-1443.

Belland, B. R. (2010). Portraits of Middle School Students Constructing Evidence-based Arguments during Problem-based Learning: The Impact of Computer-based Scaffolds. Education Technology Research Development, 58, 285-309.

Bulgren, J. A., Ellis J. D., & Marquis J. G. (2014). The Use and Effectiveness of an Argumentation and Evaluation Intervention in Science Classes. Journal of Science Education Technology, 23, 82-97.

Choi, A., Klein, V & Hershberger, S. (2014). Success, Difficulty, and Instructional Strategy to Enact an Argument-Based Inquiry Approach: Experiences Of Elementary Teachers. International Journal of Science and Mathematics Education.

Dawson, V. & Venville, G. J. (2009). High-School Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy?. International Journal of Science Education, 3, 11, 1421–1445.

Dawson, V. M. & Venville, G. (2010). Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics. Research in Science Education, 40, 133–148.


Deane, P., & Song, Y. (2015). The Key Practice, Discuss and Debate Ideas: Conceptual Framework, Literature Review, and Provisional Learning Progressions for Argumentation. ETS Research Report Series, 2015(2), 1–21.

Depdiknas. (2006). Panduan Pengembangan Pembelajaran  IPA Terpadu. Jakarta: Puskur-Balitbang.

Eastwood, J. L., Sadler T. D., Sherwood R. D., & Schlegel W. M. (2013). Students’ Participation in an Interdisciplinary, Socioscientific Issues Based Undergraduate Human Biology Major and Their Understanding of Scientific Inquiry. Research on Science Education, 43, 1051-1078.

Edgen, P & Kauchak, D. (2012). Strategi dan Model Pembelajaran. Jakarta: PT. Indeks.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.

Groomsa, J., Sampson, V & Golden, B. (2014). Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues. International Journal of Science Education. 36(9), 1412–1433.

Herawati, D., & Ardianto, D. (2016). Kualitas Argumentasi Mahasiswa Calon Guru Biologi pada Isu Sosiosaintifik. Universitas Pakuan: Laporan Penelitian.

Inch, E. S., Warnick, B., & Endres, D. (2006). Critical Thinking and Communication: The Use of Reason in Argument. USA: Pearson Education, Inc.

Istiana, R., Awaludin T., Harisusanto L., Indriyani. (2017). Penerapan Model Pembelajaran Inkuiri untuk Meningkatkan Kemampuan Memecahkan Permasalahan Kependudukan Berbasis Lesson Study. Universitas Pakuan: Laporan Penelitian.

Litman, C., & Greenleaf, C. 2018. Argumentation Tasks in Secondary English Language Arts, History, and Science: Variations in Instructional Focus and Inquiry Space. Reading Research Quarterly, 53(1), 107–126.

Ozturk N., & Tuzun, O. Y. (2016). Preservice Science Teachers’ Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues. Research on Science Education.

Purwanto, N. (2010). Prinsip – Prinsip dan Teknik Evaluasi Pengajaran. Bandung: Remaja Rosdakarya.

Sadler T. D., & Zeidler D. L. (2005). Patterns of Informal Reasoning in the Context of Socioscientific Decision Making. Journal of Research in Science Teaching, 42, 112-138.

Simosi, M. (2003). Using Toulmin’s Framework for the Analysis of Everyday Argumentation: Some Methodological Considerations. Argumentation, 17,: 185-202.

Sugiyono. (2011). Metode Penelitian Pendidikan. Bandung: Alfabeta.

Tidemand S., & Nielson J. A. (2016). The Role of Socioscientific Issues in Biology Teaching: From The Perspective of Teachers. International Journal of Science Education.

Verheij, B. (2005). Evaluating Arguments Based on Toulmin’s Scheme. Argumentation, 19, 347-371.

Yang, F.Y. & Tsai, C.C. (2010). Reasoning about science-related uncertain issues and epistemological perspectives among children. Instructional Science, 38, 325–354.