An Investigation of Scientific Argumentation Skills by Using Analogical Mapping-Based on Inquiry Learning Between Experiment and Control Group
One essential focus of science learning in the 21st century is not only enhancing mastery of science concepts but also improving communication skills. Developing great communication skills is a critical part of contribution to the community. As well, such scientific communication could be demonstrated through argumentative discourse activities and the shift in emphasis on science learning is also related to inquiry learning. In this regard, the current research project was carried out to acquire a depth information about the influence on students’ scientific argumentation whether delivered through analogical mapping-based on inquiry learning or without analogical mapping-based. Besides using quasiexperimental method, the present study also employed pre-test and post-test control group design. The intended participants on the current research project were students of grade VIII in SMPN Bandung, consisted of 68 students, divided into control class of 34 students and experimental class of 34 students. Students in experimental class received inquiry-based learning with analogies and the students in control class received inquiry-based learning without analogies on the selected subject themes such as vibration, waves and sound. As a matter of fact, the argumentation skills were measured by an essay test consisted of 4 question items. Data analysis techniques used was test difference of two means (t-test). The result obtained in this line of research demonstrated that the means differences for student argumentation skill is 0,005 which demonstrated that there was significant difference between mean increases in selected class taught by using inquiry model of analogical mapping-based. As suggestions for improvement such as images analogy could be varied with video.
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