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Muhammad Rusdi
Jambi University, Jambi 36361, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science

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The effect of argumentation-oriented learning models, inquiry-based learning models and science process skills on students' argumentation ability in chemistry Nurul Rahmiah Fitri; Muhammad Rusdi; Muhammad Haris Effendi-Hasibuan
Jurnal Pendidikan Kimia (JPKIM) Vol 14, No 3 (2022): December
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.037 KB) | DOI: 10.24114/jpkim.v14i3.39788

Abstract

One of the models whose learning syntax matches the science process skill component and students' argumentation ability is the inquiry model. Inquiry models have been widely applied, such as Guided Inquiry Based Learning (GIBL), and modified, such as the Argument Driven Inquiry (ADI) and Argumentative Inquiry Blended Learning (AIBL) learning models, where the ADI and AIBL learning models in the learning syntax have been integrated with argumentation activities. The purpose of this study was to examine the effect of learning models and students' science process skills on students' argumentation ability. The research design used a 3 x 2 factorial design with a mixed method. The results showed that: (1) there was an effect of argumentation-oriented learning on the inquiry learning models on students' argumentation ability; (2) there is an effect of science process skill level on students' argumentation ability; and (3) there is no interaction between argumentation-oriented learning on the inquiry learning models and the level of science process skill on students' argumentation ability.Keywords: Argumentation ability; Argument driven inquiry; Argumentative inquiry blended learning; Guided inquiry-based learning; Science process skills
The effect of E-LKPD on the inquiry-flipped classroom model and self-efficacy on students' creative thinking ability Suci Desmarani; Muhammad Rusdi; Haryanto Haryanto; Sugeng Triwahyudi
Jurnal Pendidikan Kimia (JPKIM) Vol 14, No 3 (2022): December
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.334 KB) | DOI: 10.24114/jpkim.v14i3.39362

Abstract

The active role of students is also very closely related to the confidence that students have in solving various problems and discovering concepts in chemical bonding material. This study aims to see the effect of the inquiry-flipped classroom model assisted by E-LKPD media on students' creative thinking abilities in chemical bonding material. The sample used was 2 classes at Al-Falah High School, Jambi City. The data collection instruments used were self-efficacy questionnaires and essay test questions. The results showed that there was an effect of E-LKPD on the inquiry-flipped classroom model on students' creative thinking abilities in chemical bonding material with a significance level of 0.027. Then students who have high self-efficacy with students who have low self-efficacy influence the ability to think creatively on chemical bonding material with a significance value of 0.04. Furthermore, there is no interaction between the E-LKPD in the inquiry-flipped classroom model and self-efficacy on students' creative thinking abilities in chemical bonding learning, which can be seen from the significance value of 0.694 > 0.05.Keywords: E-LKPD; Chemical bond; Creative thinking; Inquiry-flipped classroom; Self-efficacy
Co-Authors Haryanto Haryanto Muhammad Haris Effendi Hasibuan Nurul Rahmiah Fitri Suci Desmarani Sugeng Triwahyudi