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Enhancing the scientific argumentation skills of prospective chemistry teacher using integrated chemical literacy strategy

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 6 (2024) · hlm. 4346–4353

DOI
10.11591/ijere.v13i6.26935
ISSN
2620-5440, 2252-8822
Terbit
2024-12-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This research aims to enhance prospective chemistry teachers’ scientific argumentation skills through integrated chemical literacy strategy (ICLS) learning and to examine the patterns of relationship between students’ scientific argumentation skills in terms of content and socio-scientific issues (SSI). The study used mixed methods: the embedded design with embedded experimental model. The research sample was 88 students, the control and the experimental groups each consisted of 44 students. The research instrument used scientific argumentation skills test: an open and closed essay test, and interviews with 10 students as selected respondents. Data analysis used descriptive analysis, N-gain, Mann-Whitney test, effect size test, and qualitative analysis. The results showed that ICLS significantly had a great influence on enhancing students’ scientific argumentation skills. The interview results show that: the level of scientific argumentation skills related to SSI is not consistently related to content-related scientific argumentation skill; students who have scientific argumentation skills related to SSI levels 4, 3, and 2 can provide the correct claim, data, warrant, backing, and rebuttal to scientific arguments related to content if guided by guiding questions; student that had higher level of scientific argumentation skills need fewer guiding questions.

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  • State University of Malang
  • Hasanuddin University
  • University of Brawijaya
  • Universitas Halu Oleo
  • IPB University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Yudi YudiAfiliasi tidak diketahui8
RAHAYU RAHAYUUniversitas Halu Oleo6
Dheny WahyudhiAfiliasi tidak diketahui6
Sri WidyartiAfiliasi tidak diketahui5
Muhaimin Rifa’iUniversity of Brawijaya5
Haryadi HaryadiAfiliasi tidak diketahui4
Herry LiyusAfiliasi tidak diketahui4
Aris SoewondoAfiliasi tidak diketahui4
Asnath Maria FuahAfiliasi tidak diketahui3
Runjati RunjatiAfiliasi tidak diketahui3
Muhammad RidwanHasanuddin University3
Fikriya Novita SariAfiliasi tidak diketahui3
Munzil MunzilState University of Malang2
Luki AbdullahIPB University2
Rachmat SomanjayaAfiliasi tidak diketahui2
Mohamad Agus SetiadiAfiliasi tidak diketahui2
Netty HerawatyAfiliasi tidak diketahui2
Wiwik TiswiyantiAfiliasi tidak diketahui2
Sahuri LasmadiAfiliasi tidak diketahui2
Hamzah HamzahAfiliasi tidak diketahui2
Rainiyati RainiyatiAfiliasi tidak diketahui2
Elly SudartiAfiliasi tidak diketahui2
Amri AmirAfiliasi tidak diketahui2
Susfa YettiAfiliasi tidak diketahui2
Fauziatul FajarohState University of Malang2
Iwan RudiartoAfiliasi tidak diketahui2
Muhammad Halim NatsirUniversity of Brawijaya2
Muktiningsih NurjayadiAfiliasi tidak diketahui2
Gladys Indira PutriAfiliasi tidak diketahui2
Jefferson Lynford DeclanAfiliasi tidak diketahui2
Rosita GIo AnggraeniAfiliasi tidak diketahui2
Tiara FahrizaAfiliasi tidak diketahui2
Adinda Myra Amalia PutriAfiliasi tidak diketahui2
Ayu BerkahingrumAfiliasi tidak diketahui2
Atikah Nur RahmawatiAfiliasi tidak diketahui2
elda azizah putriAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Enhancing the scientific argumentation skills of prospective chemistry teacher using integrated chemical literacy strategy</dc:title>
	<dc:creator>Sulistina, Oktavia</dc:creator>
	<dc:creator>Rahayu, Sri</dc:creator>
	<dc:creator>Dasna, I Wayan</dc:creator>
	<dc:creator>Yahmin, Yahmin</dc:creator>
	<dc:subject xml:lang="en-US">Chemical literacy; Chemistry; Inquiry; Scientific argumentation; Socio-scientific issues</dc:subject>
	<dc:description xml:lang="en-US">This research aims to enhance prospective chemistry teachers’ scientific argumentation skills through integrated chemical literacy strategy (ICLS) learning and to examine the patterns of relationship between students’ scientific argumentation skills in terms of content and socio-scientific issues (SSI). The study used mixed methods: the embedded design with embedded experimental model. The research sample was 88 students, the control and the experimental groups each consisted of 44 students. The research instrument used scientific argumentation skills test: an open and closed essay test, and interviews with 10 students as selected respondents. Data analysis used descriptive analysis, N-gain, Mann-Whitney test, effect size test, and qualitative analysis. The results showed that ICLS significantly had a great influence on enhancing students’ scientific argumentation skills. The interview results show that: the level of scientific argumentation skills related to SSI is not consistently related to content-related scientific argumentation skill; students who have scientific argumentation skills related to SSI levels 4, 3, and 2 can provide the correct claim, data, warrant, backing, and rebuttal to scientific arguments related to content if guided by guiding questions; student that had higher level of scientific argumentation skills need fewer guiding questions.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-12-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/26935</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i6.26935</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 6: December 2024; 4346-4353</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i6</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/26935/14192</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>