Research Trends in Argumentation Skills in Indonesian Science Education: A Systematic Review of Models, Subjects, and Learning Topics

Umi Kalsum Djano (Department of Physics Education, Faculty of Mathematics and Natural Science, Universitas Pendidikan Indonesia, Bandung, Indonesia)
Nur Azizah Dj. Junus (Department of Natural Science, Faculty of Mathematics and Natural Science, Universitas Negeri Gorontalo, Gorontalo, Indonesia)
Duden Saepuzaman (Department of Physics Education, Faculty of Mathematics and Natural Science, Universitas Pendidikan Indonesia, Bandung, Indonesia)
Muslim (Department of Physics Education, Faculty of Mathematics and Natural Science, Universitas Pendidikan Indonesia, Bandung, Indonesia)

Indonesian Journal Of Educational Research and Review
Vol. 8 No. 3 (2025): October

Argumentation skills are one of the important competencies of the 21st century that play a role in building conceptual understanding and critical thinking skills. This systematic literature review aims to analyze research trends (2020–2025) on learning models to improve argumentation skills in science education in Indonesia. The systematic review was conducted using the PRISMA method, utilizing two databases: Scopus and Google Scholar. Of the total 119 articles identified, 33 articles met the analysis criteria. The results show the dominance of the Argument Driven Inquiry (42%) and Problem-Based Learning (36%) models, which are mainly applied to high school students (73%) in the context of complex science topics. This review identified two crucial issues: a significant research gap at the junior high school level (12%) and persistent weaknesses among students in constructing high-level argument components, such as backing and rebuttal. These findings imply the need for further research at the junior high school level and the development of learning strategies that emphasize more complex argumentation training.