The Effectiveness of Scientific Argumentation Strategy towards the Various Learning Outcomes and Educational Levels Five Over the Years in Science Education

Indah Juwita Sari (Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Indonesia Division of Science Education, Faculty of Education, Kasetsart University, Thailand)
R. Ahmad Zaky El Islami (Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Indonesia Division of Science Education, Faculty of Education, Kasetsart University, Thailand)

Journal of Innovation in Educational and Cultural Research
Vol 1, No 2 (2020)

This study aimed to investigate the effectiveness of scientific argumentation strategy towards various learning outcomes and educational levels five over the years in science education. This study was used systematic review and meta-analysis using R application. Selected ten articles from the Web of Science database during 2016-2020 were used in this study. The results showed that scientific reasoning is more effective for improving through scientific argumentation in the higher education level than other learning outcomes and other educational levels with an effect size 1.39 and standard error 0.2478.  So, we can conclude that there is evidence to suggest using a scientific argumentation strategy in improving scientific reasoning in higher education levels both in the teaching process and the research.