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All Journal IJORER : International Journal of Recent Educational Research International Journal of Current Educational Research
Suyono Suyono
Universitas Negeri Surabaya, Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Are Argumentation Skills Can Describe Understanding Concepts? Fadilah Rohmah Yulianing; Suyono Suyono; Sukarmin Sukarmin; Farrizky Noor Thoriq; Nurul Auliya; Rezi Ulya Fauziah
International Journal of Current Educational Research Vol. 2 No. 2 (2023): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v2i2.241

Abstract

Objective: Based on the several aspects, one aspect is quite important in the process of learning science, namely communicating. Argumentation is one of communication skills. Are argumentation can describe understanding concepts? Method: This study uses a literature review method from thirteen articles. Results: Argumentation skills can describe understanding concepts. Interpretation of the correlation coefficient shows that argumentation skills strongly correlate with understanding concepts. It is because argumentation skills positively correlate with critical thinking and logic skills. Argumentation skills can improve students' critical thinking level and logical skills in the thinking process. Everyone has good argumentation skills if has good critical thinking and good logic skills. Novelty: Argumentation skills are one of the communication skills that improve understanding of concepts. Argumentation skills are moderators for high-order thinking skills. It can occur because the components of argumentation skills are claim, evidence, and reasoning. Someone can meet all the argumentation skills components with good thinking.
Analysis of Student Conceptions and Conceptional Changes about Chemical Equilibrium Materials in Concentration Factors Dian Novita; Suyono Suyono; Suyatno Suyatno
IJORER : International Journal of Recent Educational Research Vol. 4 No. 6 (2023): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v4i6.414

Abstract

Objective: This study aims to determine the conception and changes in the conception of the concentration factor in chemical equilibrium material. Method: The method used in this study is a mixed method, which is a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out at the same time. Results: The test instruments provided can reduce the misconceptions that exist in students when viewed from a comparison of the number of students who experience misconceptions from 13.33% in the first stage to 7.00% in the last stage. Students understand enough about chemical equilibrium shifts but still need clarification, especially in writing down changes in reaction equations when chemical equilibrium is disturbed and analyzing phenomena using metacognitive examples of a concept in their surroundings. Novelty: This research reveals that students' misconceptions can be reduced using worksheets with five processing stages. This novelty can provide (1) solutions related to identifying students' misconceptions and (2) reducing students' misconceptions regarding chemical equilibrium concentration factors.
Co-Authors Dian Novita Fadilah Rohmah Yulianing Farrizky Noor Thoriq Nurul Auliya Rezi Ulya Fauziah Sukarmin Sukarmin Suyatno Suyatno