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All Journal Jurnal Studi Guru dan Pembelajaran Journal of Education and Teaching Learning
Rudi Santoso
Tadulako University
Education Other

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The Effect of Argument-Driven Inquiry on Students’ Scientific Reasoning and Argumentation Skills Ielda Paramita; Nurul Kami Sani; Syamsuriwal Syamsuriwal; Rudi Santoso; Indo Tang
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.7342

Abstract

Developing students’ scientific reasoning and argumentation skills is essential for achieving meaningful learning in physics, as these competencies are fundamental to scientific literacy and higher-order thinking. Nevertheless, physics instruction in many secondary classrooms still prioritizes procedural problem solving, providing limited opportunities for students to engage in reasoning and scientific discourse. This condition highlights the urgent need for instructional models that explicitly integrate inquiry and argumentation into learning. This study examined the effect of the Argument-Driven Inquiry (ADI) model on students’ scientific reasoning and argumentation skills using a mixed-method quasi-experimental design with a non-equivalent pretest–posttest control group. The participants were 72 eleventh-grade science students from a public senior high school in Central Sulawesi, Indonesia, divided into an experimental (ADI) and a control (conventional instruction) group. Data were collected using validated reasoning and argumentation instruments and analyzed through normalized gain, ANCOVA, and discourse analysis. The results showed that students in the ADI group achieved higher improvements in scientific reasoning (N-gain = 0.66, high) and argumentation quality (N-gain = 0.72, high) than those in the control group. Discourse analysis further revealed more frequent construction of claims, use of evidence, and rebuttals among ADI students, indicating deeper epistemic engagement. In conclusion, this study provides novel empirical evidence that ADI effectively strengthens reasoning-based physics learning by simultaneously enhancing students’ scientific reasoning and argumentation, offering a robust pedagogical contribution for fostering higher-order thinking in secondary science education.
Implementation of Project Based Learning on Students' Learning Interests in Logic Gate Materials Rudi Santoso; Muhammad Jarnawi; Muhammad Zaky; Wahyuni N Laratu
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.412

Abstract

The Physics Education Study Program has a great responsibility in producing prospective educators who not only master physics concepts theoretically, but are also able to integrate these masteries with applicative skills in the field of technology, one of which is electronics. Electronic materials, especially logic gates, have an important role in today's technological advancements, so it is necessary to examine students' interest in these materials with the right learning model. Therefore, this study was made with the aim of seeing the influence of the Project Based Learning learning model on students' learning interests in logic gate materials. The results of this study were obtained by testing a hypothesis of p (<.001) < 0.05, which means that there was a significant difference between the students' learning interest scores before and after the implementation of Project Based Learning (PjBL) on the logic gate material which was then strengthened by effect size testing with a result of d = 0.761 indicating a moderate effect and an N-Gain test of g = 0.44 with an increase in the medium category. Based on this test, it can be concluded that there is an influence of the Project Based Learning model on students' learning interest in logic gate material.
Co-Authors Ielda Paramita Indo Tang Muhammad Jarnawi Muhammad Zaky Nurul Kami Sani Syamsuriwal, Syamsuriwal Wahyuni N Laratu