The impact of problem-based learning with argument mapping and online laboratory on scientific argumentation skill

Jumadi Jumadi, Riki Perdana, Riwayani Riwayani, Dadan Rosana

Abstract


Students in Indonesia still have the low level of scientific argumentation skills. This studypurposes to examine the impact ofPBL with Argument Mapping and Online Laboratory in improving the scientific argumentation skill. It describes the significance of the differences between participants who learn through PBL, PBL with Online Laboratory (PBL-OL), Problem-based Learning with Argument Mapping and Online Laboratory (PBL-AMOL) model. The population of this study were students from Madrasah Aliyah Negeri (MAN) Yogyakarta, Indonesia with a random sampling technique. This is quasi-experiment with pre and post test designs. In this study, there were 97 students at MAN 1 as participant. Paired sample t-test, independent sample t-test and ANOVA mixed design was used to analysis data. The results of the study are: 1) the PBL-AMOL group has a significant difference based on pre-test and post-test (sig. 0000); 2) the PBL-AMOL was most effective to improve the skill with gain score 0.43 (medium). Learning with the PBL-AMOL model can be an alternative to solve the problems of creative thinking skill.

Keywords


PBL; Argument mapping; Online Laboratory Scientific; Argumentation



DOI: http://doi.org/10.11591/ijere.v10i1.20593
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International Journal of Evaluation and Research in Education (IJERE)
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