Evidence-Based Reasoning: Evaluating Daily Experiences in the Engineering Design Classroom for Middle School Students

Putra, P. D. A.; Yusmar, F.; Kasah, I. J.; Handayani, R. D.; Fadzil, H. M. M.

doi:10.15294/jpii.v13i1.49124

Jurnal SINTA 1

Evidence-Based Reasoning: Evaluating Daily Experiences in the Engineering Design Classroom for Middle School Students

Jurnal Pendidikan IPA Indonesia · Vol. 13 No. 1 (2024) · pp. 29–39

DOI: 10.15294/jpii.v13i1.49124
ISSN: 2089-4392, 2339-1286
Published: 2024-03-29
Publisher: Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language: eng

Abstract

Effective argumentation in science classrooms relies on the ability of students to evaluate evidence. However, there is a gap in research concerning students’ capacity to validate evidence, particularly in the context of engineering design. Evidence validation skill is crucial for fostering reasoning and strengthening argumentation. This study aimed to explore students’ ability to investigate evidence in engineering design classrooms, drawing from their daily life experiences. This study was framed by a qualitative approach, with a case study design involving students in a coffee farming community. The students were assigned an engineering project related to coffee preparation, based on a problem statement devised by their teachers using the Engineering Design Process. Data was collected through observation of the students’ activities in the engineering classroom. Small-group discussions were held, and the data was recorded, transcribed, and analyzed using semantic gravity (SG). Our results reveal that students hailing from farming backgrounds were able to devise solutions based on their firsthand experiences in processing coffee with their families. The environment in which the students were raised plays a pivotal role in their learning. These findings underscore the importance of contextual learning in educational design. Educators should consider students’ backgrounds and experiences when planning instructional strategies.

Keywords

Collaboration network of the authors

12 authors · 23 co-authorship links · 7 across different organisations

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Universitas Jember
University of Malaya
State University of Semarang

Different organisations
Same organisation
Affiliation unknown
Thicker line = more joint articles · bigger circle = more articles

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Co-author	Organisation	Joint articles
Rohaida Mohd Saat	University of Malaya	2
Durriyyah Sharifah Hasan Adli	University of Malaya	1
Khalijah Awang	University of Malaya	1
Erna Noor Savitri	State University of Semarang	1
Indah Urwatin Wusqo	State University of Semarang	1
Muh. Waskito Ardhi	State University of Semarang	1
Mochammad Iqbal	Universitas Jember	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en-US">Evidence-Based Reasoning: Evaluating Daily Experiences in the Engineering Design Classroom for Middle School Students</dc:title>
	<dc:creator>Putra, P. D. A.</dc:creator>
	<dc:creator>Yusmar, F.</dc:creator>
	<dc:creator>Kasah, I. J.</dc:creator>
	<dc:creator>Handayani, R. D.</dc:creator>
	<dc:creator>Fadzil, H. M. M.</dc:creator>
	<dc:subject xml:lang="en-US">coffee farming; evidence-based reason; EDP; students’ experience</dc:subject>
	<dc:description xml:lang="en-US">Effective argumentation in science classrooms relies on the ability of students to evaluate evidence. However, there is a gap in research concerning students’ capacity to validate evidence, particularly in the context of engineering design. Evidence validation skill is crucial for fostering reasoning and strengthening argumentation. This study aimed to explore students’ ability to investigate evidence in engineering design classrooms, drawing from their daily life experiences. This study was framed by a qualitative approach, with a case study design involving students in a coffee farming community. The students were assigned an engineering project related to coffee preparation, based on a problem statement devised by their teachers using the Engineering Design Process. Data was collected through observation of the students’ activities in the engineering classroom. Small-group discussions were held, and the data was recorded, transcribed, and analyzed using semantic gravity (SG). Our results reveal that students hailing from farming backgrounds were able to devise solutions based on their firsthand experiences in processing coffee with their families. The environment in which the students were raised plays a pivotal role in their learning. These findings underscore the importance of contextual learning in educational design. Educators should consider students’ backgrounds and experiences when planning instructional strategies.</dc:description>
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	<dc:contributor xml:lang="en-US">This research was supported by International Collaboration Research of University of Jember with contract Number 3554/UN25.3.1/LT/2023.</dc:contributor>
	<dc:date>2024-03-29</dc:date>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 13, No 1 (2024): March 2024; 29-39</dc:source>
	<dc:source>2089-4392</dc:source>
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