Relationship between Scientific Argumentation Skills and Students' Scientific Literacy Skills

Rina Delfita, Fatma Setiawati, Diyyan Marneli, Aidhya Irhash Putra

Abstract


Learning models that develop students' argumentation and critical thinking skills are widely applied in senior high school. The purpose of this study was to verify the correlation between argumentation skills and scientific literacy skills of high school students on cell matter as the smallest structural and functional unit of life and cell bioprocesses. This research uses a correlational method. The sample of this research was the students of class XI MIPA SMAN 1 Batusangkar, numbering 34 people. Data on argumentation skill and scientific literacy skill were obtained from the test results in the form of an essay test using socio-scientific issues. Descriptive statistics, Pearson product moment correlation analysis techniques, and path analysis were used for data analysis. The results showed that there was a significant and positive relationship between argumentation skills and scientific literacy skills. In addition, argumentation skills have a statistically positive predictive effect on scientific literacy skills. It was revealed that argumentation skills acted as a partial mediating variable, so as stated in the theory, argumentation skills and scientific literacy skills were found to be very closely related. Thus, students' argumentation skills can be used to predict students' scientific literacy skills.

 


Keywords


Argumentation skills, Biology learning, Correlation, Scientific literacy skills

Full Text:

PDF

References


Anisa, A., Widodo, A., Riandi, R., & Muslim, M. (2019). The Use of Scientific Writing Heuristics (SWH) to Build Rebuttal Abilities in Scientific Argumentation. Scientiae Educatia, 8(2), 180. https://doi.org/10.24235/sc.educatia.v8i2.5131

Aragão, S. B. C., & Marcondes, M. E. R. (2018). Fundamentals of Scientific Literacy: A Proposal for Science Teacher Education Program. Literacy Information and Computer Education Journal, 9(4), 3037–3045. https://doi.org/10.20533/licej.2040.2589.2018.0398

Basl, J. (2011). Effect of school on interest in natural sciences: A comparison of the czech republic, germany, finland, and norway based on pisa 2006. International Journal of Science Education, 33(1), 145–157. https://doi.org/10.1080/09500693.2010.518641

Berland, L. K., & Reiser, B. J. (2011). Classroom communities’ adaptations of the practice of scientific argumentation. Science Education, 95(2), 191–216. https://doi.org/10.1002/sce.20420

Bjørkvold, T., & Blikstad-Balas, M. (2018). Students as researchers: What and why seventh-grade students choose to write when investigating their own research question. Science Education, 102(2), 304–341. https://doi.org/10.1002/sce.21324

Bybee, R., & McCrae, B. (2011). Scientific literacy and student attitudes: perspectives from PISA 2006 science. International Journal of Science Education. International Journal of Science Education, 33(1), 7–26. https://doi.org/10.1080/09500693.2011.518644

Cavagnetto, A. R. (2010). Argument to Foster Scientific Literacy: A Review of Argument Interventions in K-12 Science Contexts. Review of Educational Research, 80(3), 336–371. https://doi.org/10.3102/0034654310376953

Chen, Y. C. (2019). Using the Science Talk–Writing Heuristic to Build a New Era of Scientific Literacy. Reading Teacher, 73(1), 51–64. https://doi.org/10.1002/trtr.1808

Chen, Y. C., Park, S., & Hand, B. (2016). Examining the Use of Talk and Writing for Students’ Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments. Cognition and Instruction, 34(2), 100–147. https://doi.org/10.1080/07370008.2016.1145120

Creswell, J. W. (2012). Research Design: Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar. Pustaka Pelajar.

Dawson, V., & Venville, G. J. (2009). High-school students’ informal reasoning and argumentation about biotechnology: An indicator of scientific literacy? International Journal of Science Education, 31(11), 1421–1445. https://doi.org/10.1080/09500690801992870

Gen, M. (2015). The Effect of Scientific Studies on Students’ Scientific Literacy and Attitude. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 141–152. https://doi.org/10.7822/omuefd.34.1.8

Khusnayain, A. (2013). Pengaruh skill argumentasi menggunakan model pembelajaran problem based learning terhadap literasi sains siswa. Universitas Lampung.

Kusumastuti, R. P., Rusilowati, A., & Nugroho, S. E. (2019). Pengaruh Keterampilan Berpikir Krtis Terhadap Literasi Sains Siswa. Unnes Physics Education Journal, 8(3), 245–261.

Nam, Y., & Chen, Y. C. (2017). Promoting argumentative practice in socio-scientific issues through a science inquiry activity. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3431–3461. https://doi.org/10.12973/eurasia.2017.00737a

NGSS, N. generation science standards. (2013). Next Generation Science Standards: For states, by states. National Academies Press.

Rohmawati, E., Widodo, W., & Agustini, R. (2018). Membangun Kemampuan Literasi Sains Siswa Melalui Pembelajaran Berkonteks Socio-Scientific Issues Berbantuan Media Weblog. Jurnal Penelitian Pendidikan IPA, 3(1), 8. https://doi.org/10.26740/jppipa.v3n1.p8-14

Rudolph, J. L., & Horibe, S. (2016). What do we mean by science education for civic engagement? Journal of Research in Science Teaching, 53(6), 805–820. https://doi.org/10.1002/tea.21303

Sampson, V., & Clark, D. (2009). The Impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448–484. https://doi.org/10.1002/sce.20306

Sengul, O. (2019). Linking scientific literacy, scientific argumentation, and democratic citizenship. Universal Journal of Educational Research, 7(4), 1090–1098. https://doi.org/10.13189/ujer.2019.070421

The, A. O. S. A. A. for S. (AASS). (1994). Benchmarks for science literacy. In Oxford University Press. Oxford University Press. https://doi.org/10.1126/science.58.1491.61

Towbridge, L. W., Bybee, R. W. & Powell, J. C. (2004). Teaching secondary school science: Strategies for developing scientific literacy (8th ed.). Pearson, Merrill, Prentice, Hall.

Tsai, C. Y. (2013). Promoting scientific literacy through the online argumentation system. Proceedings of the International Conference E-Learning 2013, 99–106.

Washburn, E., & Cavagnetto, A. (2013). Using argument as a tool for integrating science and literacy. Reading Teacher, 67(2), 127–136. https://doi.org/10.1002/TRTR.1181




DOI: https://doi.org/10.24114/jpb.v11i1.32019

Article Metrics

Abstract view : 234 times
PDF - 171 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

............................................................................................................................................................................................................................................................................................................................

Editorial Office of Jurnal Pendidikan Biologi Review:
Program Studi Magister Pendidikan Biologi,
Gedung Pascasarjana Lantai 4, Universitas Negeri Medan,
JL. Willem Iskandar Pasar V, Medan Estate, Sumatera Utara, Indonesia, 20221
+62-813-7604-4565 (Call/SMS/WA)
E-mail: jurnalpendidikanbiologi.unimed@gmail.com
............................................................................................................................................................................................................................................................................................................................

Creative Commons License
Jurnal Pendidikan Biologi: Journal of Biology Education by Department of Biology Education, Program Pascasarjana, Universitas Negeri Medan. Dikelola oleh Jurnal Universitas Negeri Medan is licensed under a Creative Commons Attribution 4.0 International License. p-ISSN (Print) 2086-2245 | e-ISSN (Online) 2502-3810

slot gacor slot