Learning alternative energy material using the argument driven inquiry (ADI) model assisted by wizer.me to practice scientific argumentation skills
DOI:
https://doi.org/10.17509/wapfi.111.7Keywords:
ADI model, Wizer.me, argumentation skills, Alternative energy, Model ADI; Wizer.me;Abstract
This research is motivated by the suboptimal scientific argumentation skills of students in Physics learning at SMA Negeri 5 Tasikmalaya. Scientific argumentation skills are important for building conceptual understanding based on data and rational explanations. To address this problem, learning was implemented using the Argument Driven Inquiry (ADI) model assisted by Wizer.me which is designed to develop students' scientific argumentation skills. The main focus of this research is to examine the extent to which the ADI model contributes to scientific argumentation skills in alternative energy material. This research applies a quasi-experimental approach with a matching-only posttest-only control group design. The sample consisted of two classes selected by purposive sampling, namely X-8 as the control and X-11 as the experiment, each totaling 36 students. Measurement of scientific argumentation skills was trained through a posttest in the form of an essay that includes 5 questions based on five indicators of scientific argumentation. Data analysis includes expert validation, instrument testing, model implementation analysis, prerequisite testing, and t-test (α = 0.05) which was applied as an analysis procedure to test the validity of the hypothesis. The results prove that t_count>t_table, namely 4.7 > 1.67, this results in H₀ being rejected and Hₐ being accepted. Therefore, the application of the ADI model assisted by Wizer.me has a significant influence on the development of scientific argumentation skills.
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