Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Pendidikan Citra Bakti
Veronica Diniarti Mulyana Kusuma Wardani
Universitas Jember
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
IMPLEMENTATION OF PROBLEM-BASED LEARNING ASSISTED BY STRUCTURED STUDENT WORKSHEETS TO IMPROVE JUNIOR HIGH SCHOOL STUDENT’S SCIENTIFIC ARGUMENTATION SKILLS Veronica Diniarti Mulyana Kusuma Wardani; Waviq Kumala Dwi Alviana; Pramudya Dwi Aristya Putra; Dewi Novi Wardani
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 2 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i2.6940

Abstract

Scientific argumentation is a critical 21st-century competency that remains underdeveloped among junior secondary school students. This study aimed to improve the scientific argumentation skills of seventh-grade students (Class VII E) at SMP Negeri 11 Jember through the implementation of a Problem Based Learning (PBL) model supported by structured Student Worksheets in the topic of the Solar System. A Classroom Action Research (CAR) design following the Kemmis and McTaggart model was employed, comprising four iterative stages: planning, acting, observing, and reflecting. The study involved 32 participants (17 male and 15 female students) and was conducted over two cycles, each consisting of two instructional sessions. Scientific argumentation ability was assessed using the McNeill and Krajcik (2006) rubric, which evaluates three core components: claim, evidence, and reasoning. Results demonstrated a meaningful improvement in mean argumentation scores, rising from 1.41 (sufficient category) in Cycle I to 1.70 (good category) in Cycle II. In Cycle II, all three components reached the good category, with claim obtaining the highest mean score (1.75), followed by evidence (1.69) and reasoning (1.67). These findings indicate that the integrated use of PBL and CER-based structured worksheets constitutes an effective instructional approach for enhancing scientific argumentation competency among junior secondary school students.
Co-Authors Dewi Novi Wardani Pramudya Dwi Aristya Putra Waviq Kumala Dwi Alviana