The Effect of the Reciprocal Learning Model to Improve Students' Argumentation Skills on Sound Wave Material
DOI:
https://doi.org/10.17509/wapfi.112.269Keywords:
Argumentation ability, reciprocal, sound waves, toulmin pattern.Abstract
Scientific argumentation is essential in physics learning, requiring students to formulate claims, use evidence, and justify explanations. This study examined the effect of Reciprocal Learning on Grade 11 students’ argumentation skills in sound-wave learning. A quasi-experimental nonequivalent control-group design involved 72 students from two purposively selected classes at State Senior High School 13 Garut. The experimental class received Reciprocal Learning, while the control class received direct instruction. Students completed an essay test assessing claim, data, warrant, and backing. The reported posttest means were 56.64 for the experimental class and 50.73 for the control class, with normalized gains of 0.67 and 0.55, respectively. The reported t-value was 4.8, exceeding the critical value of 1.67. Data had the highest posttest percentage (95.84%), while backing had the lowest (66.35%). These findings suggest that Reciprocal Learning was associated with greater improvements in argumentation scores, although the use of intact classes and a reliability coefficient of 0.665 warrant cautious interpretation. Further scaffolding may help students strengthen their use of theoretical and empirical backing.
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