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All Journal Bioeduca : Journal of Biology Education JIPI (Jurnal IPA dan Pembelajaran IPA)
Wibowo, Aldi Alfiansyah
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Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Physics

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Application of The Argument Driven Inquiry (ADI) Model Using Interactive E-LKPD to Improve Students' Argumentation Skills Wibowo, Aldi Alfiansyah; Evi Roviati; Novianti Muspiroh
Bioeduca : Journal of Biology Education Vol. 6 No. 2 (2024): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v6i2.20691

Abstract

Most students are not skilled in writing scientific arguments, have not expressed opinions accompanied by relevant data, learning uses teacher-centered discussion methods but is still not optimal, and teachers have never applied learning to improve students' argumentation skills. So, an alternative for improving students' argumentation skills is to use the Argument Inquiry (ADI) model, a recommendation for a 21st-century skills inquiry learning model that can improve students' argumentation skills. This research aims to analyze student activities in implementing the Argument-Driven Inquiry (ADI) model using Interactive E-LKPD, to analyze the increase in argumentation skills in students who apply the ADI model using Interactive E-LKPD and students who do not apply the ADI model using E-LKPD Interactive, and to analyze how students respond after learning by implementing the ADI model assisted by Interactive E-LKPD. This research was carried out at Al-Azhar 5 Cirebon Islamic High School. With a class X population, the samples are classes X.3 and X.1. Research on student activities during 3 meetings showed that the experimental class obtained the highest average score in the double-blind peer review syntax. The students' lowest activity during the learning process was the syntax for revising peer review reports. There is a significant difference in the increase in students' argumentation skills for the better after implementing the ADI learning model compared to students who did not apply the ADI learning model. The response of students who applied the ADI model assisted by Interactive E-LKPD showed a positive response
Physics of Bamboo Rifle: Improving Data Literacy Through a Project-Based Learning Laboratory with an Ethno-STEM Approach Ubaidillah*, Mujib; Mulyani, Asep; Wibowo, Aldi Alfiansyah; Yosriah, Ely
Jurnal IPA & Pembelajaran IPA Vol 9, No 3 (2025): SEPTEMBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i3.48456

Abstract

Data literacy is an essential part of 21st-century skills learning. The rapidly developing digital era currently presents much data-supporting work. This study aimed to improve data literacy through a project-based learning laboratory (PjBL-Lab) with an ethnoscience-science, technology, engineering, and mathematics (ethno-STEM) approach in bamboo rifle physics learning. The research method used a quasi-experiment with a sample of 62 students from the experimental class and 65 students from the control class. The research population was students in the first semester of biology education at a state Islamic university in West Java and science education students at a state Islamic university in Central Java, totaling six classes with a total of 188 students. The sampling technique used was random sampling. The data literacy test instrument used descriptive questions with a rubric that meets valid and reliable criteria. A questionnaire was used to measure the practicality of the learning model's implementation. Data analysis used N-Gain and the non-parametric Mann-Whitney U statistical test. The results showed that data literacy can be improved by implementing the PjBL-Lab learning model integrated with ethno-STEM. There was a significant difference in data literacy abilities between the two classes. The PjBL-Lab model with an ethno-STEM approach received a positive response from students. Therefore, the PjBL-Lab model integrated with ethno-STEM can improve data literacy and is practical for learning. Future research can explore traditional games that can be integrated into physics learning to enhance various 21st-century skills.
Application of The Argument Driven Inquiry (ADI) Model Using Interactive E-LKPD to Improve Students' Argumentation Skills Wibowo, Aldi Alfiansyah; Evi Roviati; Novianti Muspiroh
Bioeduca : Journal of Biology Education Vol. 6 No. 2 (2024): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v6i2.20691

Abstract

Most students are not skilled in writing scientific arguments, have not expressed opinions accompanied by relevant data, learning uses teacher-centered discussion methods but is still not optimal, and teachers have never applied learning to improve students' argumentation skills. So, an alternative for improving students' argumentation skills is to use the Argument Inquiry (ADI) model, a recommendation for a 21st-century skills inquiry learning model that can improve students' argumentation skills. This research aims to analyze student activities in implementing the Argument-Driven Inquiry (ADI) model using Interactive E-LKPD, to analyze the increase in argumentation skills in students who apply the ADI model using Interactive E-LKPD and students who do not apply the ADI model using E-LKPD Interactive, and to analyze how students respond after learning by implementing the ADI model assisted by Interactive E-LKPD. This research was carried out at Al-Azhar 5 Cirebon Islamic High School. With a class X population, the samples are classes X.3 and X.1. Research on student activities during 3 meetings showed that the experimental class obtained the highest average score in the double-blind peer review syntax. The students' lowest activity during the learning process was the syntax for revising peer review reports. There is a significant difference in the increase in students' argumentation skills for the better after implementing the ADI learning model compared to students who did not apply the ADI learning model. The response of students who applied the ADI model assisted by Interactive E-LKPD showed a positive response
Co-Authors Asep Mulyani, Asep Evi Roviati Mujib Ubaidillah Muspiroh, Novianti Yosriah, Ely