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The scientific argumentative skill analysis reviewed from the science literacy aspect of pre-service teacher

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 4 (2022) · hlm. 2129–2139

DOI
10.11591/ijere.v11i4.22847
ISSN
2620-5440, 2252-8822
Terbit
2022-12-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Scientific argumentative skills could encourage the critical thinking skill of college students about scientific phenomena. This research aimed to measure and describe the scientific argumentative skill of the primary school teacher candidates, reviewed from the scientific literacy. This research applied the quantitative method by using a survey typed cross-sectional design. The researchers selected the participants with convenience sampling. The results were 184 college students of even semester of 2020/2021. The applied instrument was the validity process. The data collecting techniques were test and questionnaire assisted with a Google Form. The test instrument consisted of four items. Then, the questionnaire item of the student’s perceptions about the argumentative scientific skills consisted of ten items. The researchers arranged the instruments with the indicators of science literacy-based scientific argumentative skills about biodiversity. The validity results showed that the test and questionnaire instruments were valid, relevant, and reliable to measure the skills. The researchers measured the argumentative scientific skills with Toulmin argumentative pattern (TAP) that was modified. The scientific argumentative skill profiles of the students showed that a percentage of 52% students was at level 3. However, there were no students reaching level 5. The students’ perceptions showed that they were interested in expressing their arguments and confidence while expressing their opinions. The results suggested the science educators prepare teacher candidates with argumentative scientific skills by developing learning innovation. The empowerment strategy by using scientific argumentation measurement is essential to apply to create better primary school teacher candidate with 4.0 century skills.

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  • State University of Semarang
  • Muria Kudus University
  • Universitas Airlangga
  • Universitas Nahdlatul Ulama Blitar
  • Hasanuddin University
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Rekan penulisOrganisasiArtikel bersama
Bambang SubaliAfiliasi tidak diketahui17
Sri HaryaniAfiliasi tidak diketahui13
Wiyanto WiyantoState University of Semarang13
Arif WidiyatmokoState University of Semarang12
Hartono HartonoAfiliasi tidak diketahui12
Putut MarwotoState University of Semarang11
Ellianawati EllianawatiState University of Semarang10
Wiwi IsnaeniState University of Semarang10
Woro SumarniState University of Semarang9
Kartono KartonoUniversitas Airlangga9
Sudarmin SudarminAfiliasi tidak diketahui9
Sigit PriatmokoState University of Semarang8
Budi AstutiAfiliasi tidak diketahui8
Sri WardaniAfiliasi tidak diketahui7
Amin RetnoningsihAfiliasi tidak diketahui7
Kasmui KasmuiState University of Semarang6
Nanik WijayatiState University of Semarang6
Siti MasfuahMuria Kudus University6
Murbangun NuswowatiState University of Semarang6
Sugianto SugiantoUniversitas Nahdlatul Ulama Blitar6
Lisdiana LisdianaAfiliasi tidak diketahui6
Novi Ratna DewiState University of Semarang6
Sri NgabektiState University of Semarang6
Jumaeri JumaeriAfiliasi tidak diketahui5
Sri NurhayatiAfiliasi tidak diketahui5
Suharto LinuwihAfiliasi tidak diketahui5
Sarwi SarwiAfiliasi tidak diketahui5
Wardono WardonoAfiliasi tidak diketahui5
Masturi MasturiHasanuddin University5
Enni Suwarsi RahayuState University of Semarang5
Harjito HarjitoAfiliasi tidak diketahui4
Triastuti SulistyaningsihAfiliasi tidak diketahui4
Sugiyanto SugiyantoAfiliasi tidak diketahui4

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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">The scientific argumentative skill analysis reviewed from the science literacy aspect of pre-service teacher</dc:title>
	<dc:creator>Fakhriyah, Fina</dc:creator>
	<dc:creator>Rusilowati, Ani</dc:creator>
	<dc:creator>Nugroho, Sunyoto Eko</dc:creator>
	<dc:creator>Saptono, Sigit</dc:creator>
	<dc:creator>Ridlo, Saiful</dc:creator>
	<dc:creator>Mindyarto, Budinaini</dc:creator>
	<dc:creator>Susilaningsih, Endang</dc:creator>
	<dc:subject xml:lang="en-US">Pre-service teacher; Science literacy; Scientific arguments; Students’ opinion; Survey research</dc:subject>
	<dc:description xml:lang="en-US">Scientific argumentative skills could encourage the critical thinking skill of college students about scientific phenomena. This research aimed to measure and describe the scientific argumentative skill of the primary school teacher candidates, reviewed from the scientific literacy. This research applied the quantitative method by using a survey typed cross-sectional design. The researchers selected the participants with convenience sampling. The results were 184 college students of even semester of 2020/2021. The applied instrument was the validity process. The data collecting techniques were test and questionnaire assisted with a Google Form. The test instrument consisted of four items. Then, the questionnaire item of the student’s perceptions about the argumentative scientific skills consisted of ten items. The researchers arranged the instruments with the indicators of science literacy-based scientific argumentative skills about biodiversity. The validity results showed that the test and questionnaire instruments were valid, relevant, and reliable to measure the skills. The researchers measured the argumentative scientific skills with Toulmin argumentative pattern (TAP) that was modified. The scientific argumentative skill profiles of the students showed that a percentage of 52% students was at level 3. However, there were no students reaching level 5. The students’ perceptions showed that they were interested in expressing their arguments and confidence while expressing their opinions. The results suggested the science educators prepare teacher candidates with argumentative scientific skills by developing learning innovation. The empowerment strategy by using scientific argumentation measurement is essential to apply to create better primary school teacher candidate with 4.0 century skills.</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>2022-12-01</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/22847</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i4.22847</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 4: December 2022; 2129-2139</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/22847/13482</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 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>