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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Science Education and Application Journal
Salsabila, Putri Avianita
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Chemistry Computer Science & IT Education Energy Mathematics Physics Other

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Argument-Driven Inquiry Assisted by Lumi Education: Improving Students' Scientific Argumentation Skills on Static Electricity Salsabila, Putri Avianita; Hendratmoko, Ahmad Fauzi; Roqobih, Fikky Dian
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/70dd6197

Abstract

The aim of this study is to evaluate the effectiveness of the Argument-Driven Inquiry (ADI) learning strategy, supported by the Lumi Education platform, in enhancing the scientific argumentation skills of students related to static electricity. A quasi-experimental approach, employing a non-equivalent control group, was adopted in this study, including two ninth-grade classes in a junior high school as participants. The participants were exposed to instruction utilizing either the ADI strategy and the support of the Lumi Education website or standard instruction as a control group. The strategies developed included a scientific argumentation skills test, designed as a claim, evidence, and warrant procedure, as well as a questionnaire administered among students. The data gathered were statistically processed by comparing pre-test and post-test results, calculating the normalized gains, as well as a description analysis approach among the students' written responses. The results show that, compared to a low category average normalization gain of 0.18 among the control class, a significantly high average value, 0.70, was established by the experimental class, signifying a statistically significant difference between the two categories, yielding a significance at a probability value less than 0.001. The results among the experimental class developed a Cohen's value, or the standardized effect size, estimated as 0.53, signifying a medium effect, while among the control class, an estimated 0.11, signifying a small effect, was recognized. Students said they liked the learning experience and thought it was more interesting, dynamic, and simpler to comprehend when they worked together on real-world tasks. However, some still encountered difficulties with conceptual comprehension and problem-solving. These findings imply that integrating ADI with digital scaffolding, such as Lumi Education, can effectively strengthen scientific argumentation skills while promoting active and reflective learning.
Argument-Driven Inquiry Assisted by Lumi Education: Improving Students' Scientific Argumentation Skills on Static Electricity Salsabila, Putri Avianita; Hendratmoko, Ahmad Fauzi; Roqobih, Fikky Dian
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/70dd6197

Abstract

The aim of this study is to evaluate the effectiveness of the Argument-Driven Inquiry (ADI) learning strategy, supported by the Lumi Education platform, in enhancing the scientific argumentation skills of students related to static electricity. A quasi-experimental approach, employing a non-equivalent control group, was adopted in this study, including two ninth-grade classes in a junior high school as participants. The participants were exposed to instruction utilizing either the ADI strategy and the support of the Lumi Education website or standard instruction as a control group. The strategies developed included a scientific argumentation skills test, designed as a claim, evidence, and warrant procedure, as well as a questionnaire administered among students. The data gathered were statistically processed by comparing pre-test and post-test results, calculating the normalized gains, as well as a description analysis approach among the students' written responses. The results show that, compared to a low category average normalization gain of 0.18 among the control class, a significantly high average value, 0.70, was established by the experimental class, signifying a statistically significant difference between the two categories, yielding a significance at a probability value less than 0.001. The results among the experimental class developed a Cohen's value, or the standardized effect size, estimated as 0.53, signifying a medium effect, while among the control class, an estimated 0.11, signifying a small effect, was recognized. Students said they liked the learning experience and thought it was more interesting, dynamic, and simpler to comprehend when they worked together on real-world tasks. However, some still encountered difficulties with conceptual comprehension and problem-solving. These findings imply that integrating ADI with digital scaffolding, such as Lumi Education, can effectively strengthen scientific argumentation skills while promoting active and reflective learning.
Enhancing Students’ Scientific Argumentation Skills through Nearpod-Assisted Guided Inquiry Learning on the Topic of Heat Transfer Fadia, Allya Luqyana; Windasari, Umi; Salsabila, Putri Avianita; Labibah, Anisa Nel; Muzaqi, Farid Nabil; Roqobih, Fikky Dian
Science Education and Application Journal Vol. 8 No. 1 (2026): Science Education and Application Journal
Publisher : Program Studi Pendidikan IPA, Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/seaj.v8i1.1321

Abstract

Difficulties in constructing scientific arguments remain a persistent challenge in science learning, particularly in linking evidence with appropriate reasoning. This study aimed to examine the effect of a Nearpod-assisted Guided Inquiry Learning model on students’ scientific argumentation skills based on Toulmin’s Argumentation Pattern (TAP), which includes the components of claim, evidence, and warrant. The research was conducted at MTsN 3 Surabaya with 31 seventh-grade students during the 2025/2026 academic year on the topic of heat and heat transfer. A quasi-experimental one-group pretest–posttest design was employed to investigate changes in students’ scientific argumentation skills before and after the implementation of the learning model. Data were collected through essay-based pretests and posttests and were analyzed according to the scientific argumentation components proposed in TAP. The results indicated a statistically significant improvement in students’ scientific argumentation skills (p < .001) with an average N-gain of 0.65 (medium category). These findings suggest that integrating Nearpod within guided inquiry learning can enhance students’ engagement and support the development of scientific argumentation in science learning contexts.
Co-Authors Ahmad Fauzi Hendratmoko Fadia, Allya Luqyana Fikky Dian Roqobih Labibah, Anisa Nel Muzaqi, Farid Nabil Windasari, Umi