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All Journal Berkala Ilmiah Pendidikan Fisika Jurnal Studi Guru dan Pembelajaran
Tang, Indo
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Education Physics

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Exploration of Learning Style Preferences Among High School Students in the Context of Physics Education: An Empirical Analysis Using Kolb's Learning Style Inventory (KLSI) Zaky, Muhammad; Untara, Ketut Alit Adi; Tang, Indo; Alfito, Alfito; Waenggo, Olivia
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.19122

Abstract

This study aimed to analyze the distribution of students' styles in learning Physics using the Kolb Learning Style Inventory (KLSI) in two different classes, namely XD and XG. The analysis results reveal that the Converger learning style is the most dominant, with 55.17% of students in XD and 73.53% in XG. The Converger learning style, characterized by a tendency for logical thinking and the ability to apply theory in practical contexts, is highly relevant in Physics education, which requires strong conceptual understanding and problem-solving applications. In addition, Converger, Accommodator, Diverger, and Assimilator learning styles were also identified, albeit in smaller numbers, with varying percentages across the XD and XG classes. This study reveals that the dominance of the Converger learning style in both classes suggests a strong alignment between current Physics teaching methods and the learning preferences of the majority of students. However, the presence of other learning styles underscores the importance of adopting diverse teaching strategies to ensure that all students, regardless of their learning style, are engaged and achieve optimal learning outcomes. This study also supports previous findings which proved that the Converger learning style is particularly effective in subjects that require analytical thinking and practical application, such as Physics. The implications of these findings advocate for developing more inclusive and adaptive teaching methods, integrating approaches that cater to all learning styles in the classroom.
The Effect of Argument-Driven Inquiry on Students’ Scientific Reasoning and Argumentation Skills Paramita, Ielda; Sani, Nurul Kami; Syamsuriwal, Syamsuriwal; Santoso, Rudi; Tang, Indo
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.
Co-Authors Alfito, Alfito Ielda Paramita Ketut Alit Adi Untara Muhammad Zaky Rudi Santoso, Rudi Sani, Nurul Kami Syamsuriwal, Syamsuriwal Waenggo, Olivia Wido Supraha