Work

Debate Based on Inquiry Learning (DBOIL): An Innovative Learning Model to Improve Students’ Skills in Scientific Argumentation

Year: 2024

Type: article

Abstract: In the 21st century, education places significant emphasis on developing scientific argumentation as a crucial skill. Teaching these skills requires an instructional design that allows students to construct and critique arguments actively, support claims with evidence and reasoning, and then reject opposing claims and evidence. Debate based on inquiry learning (DBOIL) is an innovative learning model that was developed and is believed to be able to facilitate these things. This research seeks to assess the influence of implementing DBOIL on enhancing students' skills in scientific argumentation. This research employed a one-group pretest-posttest design, with normalized change analysis and paired t-test. Research findings indicate that the implementation of DBOIL has demonstrably improved scientific argumentation skills, with a notable 76.67% of students exhibiting improvement in the high category. Other findings show that each phase of DBOIL significantly contributes to increasing the achievement of indicators of scientific argumentation. To maintain the reliability of DBOIL in enhancing students' skills in scientific argumentation, conducting future research on a broader scale is imperative.

Source: TEM Journal

DOI: 10.18421/tem134-64

Authors: Ahmad Fauzi Hendratmoko, Madlazim Madlazim, Wahono Widodo, Sri Astutik

Institutions: Universitas Negeri Surabaya, Universitas Jember

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $647