Sparking Deeper Understanding: The Impact of Individual Argumentation on Student Understanding in Chemical Kinetic to Support SDG-4 Quality Education
Year: 2024
Type: article
Study design: Clinical Trial
Abstract: Objectives: This study explored the individual argumentation activities to improve students’ understanding of chemical kinetics. This study support one of the indicators of SDG-4 that is ensuring all students achieve the knowledge and skills needed to drive sustainable development. Theoretical Framework: Argumentation is one of several activities using higher ordert thinking skills. Students were engaged in an independent activity that encouraged them to develop arguments related to chemical kinetics concepts using an independent argumentation worksheet. Method: Nineety-six students participated in a single-group pre-post design, engaging in a structured individual argumentation exercise that focused on four key topics in chemical kinetics: reaction rate, half-life, catalysts, and reaction mechanisms. Results and Discussion: The Wilcoxon Signed-Rank test revealed a statistically significant increase in students’ scores from pretest to posttest (Z = -8.520, p < .000), indicating the effectiveness of the argumentation intervention. The results showed that students who engaged in the independent argumentation activity showed significant improvements in their cognitive completeness. Research Implications: These findings suggest that incorporating argumentation into independent learning can result in significant learning gains, leading to deeper conceptual understanding through critical thinking skills. Originality/Value: This study highlights the potential of argumentation as a pedagogical tool to move beyond memorization and foster deeper conceptual understanding in chemical kinetics. Thus, independent argumentation can be considered as an effective strategy in chemistry learning to help students achieve deeper understanding and better cognitive mastery learning.
Authors: Bertha Yonata, Suyono, Utiya Azizah
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405335434