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All Journal FKIP e-PROCEEDING Jurnal Penelitian Pendidikan IPA (JPPIPA) GEMA KESEHATAN LINGKUNGAN Al-tsaman: Jurnal Ekonomi dan Keuangan Islam Jurnal Abdimas: Pengabdian dan Pengembangan Masyarakat Prosiding Seminar Nasional Teknologi Informasi dan Bisnis Al-Kharaj: Jurnal Ekonomi, Keuangan & Bisnis Syariah
Miftahul Hasanah
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mechanical Engineering Physics Public Health Social Sciences

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Journal : FKIP e-PROCEEDING

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PENGARUH MODEL PROBLEM-BASED LEARNING BERBASIS CONTROVERSIAL ISSUES PADA PEMBELAJARAN IPA TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH SISWA SMP Supeno Supeno; Miftahul Hasanah; Ulin Nuha
FKIP e-PROCEEDING 2022: Seminar Nasional N-ConferSE III 2022
Publisher : Pendidikan Fisika FKIP UNEJ

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Abstract

Scientific argumentation is one of the skills students really need in this century. Learning science by involving argumentation skills will provide opportunities for students to build knowledge and understanding with all the right information, link between stigmas, and improve thinking skills. The reality in the field is that students still have difficulty in developing their argumentation skills. In an effort to improve scientific argumentation skills, several learning innovations are needed that can go hand in hand with indicators of scientific argumentation skills in building students' familiarity with these skills. Therefore, this study aims to determine the effect of using the controversial issues-based Problem-Based Learning model on students' scientific argumentation skills. The sample used in this study was 64 class VII students of SMP N 7 Jember with a quasi-experimental research design in which the control class and the experimental class were randomly selected. Students' argumentation skills were measured using a post-test after several science learning meetings were held by applying the problem-based learning model accompanied by controversial issues in the experimental class. The results showed that there were differences in scientific argumentation skills in the experimental class using PBL learning based on controversial issues. Evidenced by the significant influence of controversial issues-based PBL on students' scientific argumentation skills based on accumulated data on the average mean value in the experimental group (79.94) and in the control class (62.82), data on improving scientific argumentation skills is strengthened by the value of the independent t-test. In the t-test sig.(2-tailed) is at 0.000 where <0.05 this indicates that there is a difference between the control class and the experimental class.
Pengaruh Model Problem-Based Learning Berbasis Controversial Issues pada Pembelajaran IPA terhadap Keterampilan Argumentasi Ilmiah Siswa SMP Miftahul Hasanah; Supeno Supeno; Ulin Nuha
FKIP e-PROCEEDING 2022: Seminar Nasional N-ConferSE III 2022
Publisher : Pendidikan Fisika FKIP UNEJ

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Abstract

Argumentasi ilmiah merupakan salah satu keterampilan yang sangat dibutuhkan peserta didik untuk abad ini. Pembelajaran IPA dengan melibatkan keterampilan argumentasi akan memberikan kesempatan kepada peserta didik untuk membangun pengetahuan dan pemahaman dengan segala informasi yang tepat, mengaitkan antara stigma, dan meningkatkan keterampilan berpikir. Realita di lapangan siswa masih kesulitan dalam mengembangkan keterampilan argumentasinya. Dalam upaya meningkatkan keterampilan argumentasi ilmiah, diperlukan beberapa inovasi pembelajaran yang dapat berjalan beriringan dengan indikator keterampilan argumentasi ilmiah dalam membangun keakraban siswa dengan keterampilan tersebut. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model Problem-Based Learning berbasis controversial issues terhadap keterampilan argumentasi ilmiah siswa. Sampel yang digunakan dalam penelitian ini sebanyak 64 siswa kelas VII SMP N 7 Jember dengan desain penelitian quasi eksperimen dimana kelas kontrol dan kelas eksperimen dipilih secara acak. Keterampilan argumentasi siswa diukur menggunakan post-test setelah dilakukan beberapa pertemuan pembelajaran IPA dengan menerapkan model problem-based learning disertai dengan controversial issues pada kelas eksperimen. Hasil penelitian menunjukkan terdapat perbedaan keterampilan argumentasi ilmiah pada kelas eksperimen dengan memakai pembelajaran PBL berbasis controversial issues. Dibuktikan dengan adanya pengaruh signifikan PBL berbasis controversial issues terhadap keterampilan argumentasi ilmiah siswa berdasarkan akumulasi data rata-rata nilai mean pada kelompok kelas eksperimen (79.94) serta pada kelas kontrol (62.82), data peningkatan keterampilan argumentasi ilmiah diperkuat dengan nilai independent t-test. Dalam uji t-test sig.(2-tailed) berada di angka 0.000 dimana < 0.05 hal tersebut menandakan adanya perbedaan antarkelas kontrol maupun kelas eksperimen.
Co-Authors Dhofir Catur Bashori Dwi Hartanti Edwar Rosman I Wayan Merta Katrina Flomina G Nasution, Annio Indah Lestari Randis Wahyuni Riyan Ikhbal Salam Rohmad Aldi Supeno Supeno Syaiful Nur Wardani Syamsul Bahri Ulin Nuha Widya Febriani Winarko .