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Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning to Increase Concept Mastery and Argumentation Skills

Jurnal Pendidikan IPA Indonesia · Vol. 12 No. 2 (2023) · pp. 232–240

DOI
10.15294/jpii.v12i2.42457
ISSN
2089-4392, 2339-1286
Published
2023-06-09
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aims to increase the level of concept mastery and argumentation of senior high school students in Singkawang City, West Kalimantan Province, Indonesia. The Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning (PABCSCHL) model in Socio-Scientific Issues (SSI) especially on the topic of the forest fire on the peatlands has been developed with good validation categories by three pedagogical validators and three assessment validators and been implemented to 200 students. Their argumentation skill levels are measured based on Toulmin Argumentation Pattern. The syntax of the PABCSCHL model is Reading (online), Concept Building, Discussing and Debating (offline), Experiment Designing (online), and Experiment Doing (offline). The core of this model is student collaboration in arguing, debating, and experimenting. From this research, most student solution to anticipate the fire forest on peatlands is burning and waiting until the fire is extinguished perfectly (70 students), monitoring periodically that the fire is completely extinguished (60 students), and limiting the burned area by digging trenches around the site (50 students). Student solutions describe students’ understanding of solving problems posed in group discussion sessions and debates and prove their arguments with experimental data. Before implementing the model, no student has the highest level of argumentation and concept mastery. After that, 23 students have the highest level of concept mastery, and 25 students have the highest level of argumentation. The PABCSCHL model can increase the level of concept mastery and argumentation skills. This model is a new alternative hybrid learning in the post COVID-19 pandemic. Many more SSI can be learning topics to be implemented in this model.

Keywords

Collaboration network of the authors

14 authors · 35 co-authorship links · 17 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • University of Bengkulu
  • Yıldız Technical University
  • University of Technology Malaysia
  • Tunghai University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
WahyudiAffiliation unknown3
Yusri KaminUniversity of Technology Malaysia3
Nuzulira Janeusse FratiwiIndonesia University of Education2
Henny JohanUniversity of Bengkulu1
S. SipriyadiUniversity of Bengkulu1
Ana Ratna WulanIndonesia University of Education1
Asmida HerawatiTunghai University1
F.C. WibowoAffiliation unknown1

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">Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning to Increase Concept Mastery and Argumentation Skills</dc:title>
	<dc:creator>Murdani, E.</dc:creator>
	<dc:creator>Suhandi, A.</dc:creator>
	<dc:creator>Muslim, M.</dc:creator>
	<dc:creator>Setiawan, A.</dc:creator>
	<dc:creator>Samsudin, A.</dc:creator>
	<dc:creator>Costu, B.</dc:creator>
	<dc:subject xml:lang="en-US">argumentation skill; concept mastery; socio-scientific issue; hybrid learning</dc:subject>
	<dc:description xml:lang="en-US">This study aims to increase the level of concept mastery and argumentation of senior high school students in Singkawang City, West Kalimantan Province, Indonesia. The Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning (PABCSCHL) model in Socio-Scientific Issues (SSI) especially on the topic of the forest fire on the peatlands has been developed with good validation categories by three pedagogical validators and three assessment validators and been implemented to 200 students. Their argumentation skill levels are measured based on Toulmin Argumentation Pattern. The syntax of the PABCSCHL model is Reading (online), Concept Building, Discussing and Debating (offline), Experiment Designing (online), and Experiment Doing (offline). The core of this model is student collaboration in arguing, debating, and experimenting. From this research, most student solution to anticipate the fire forest on peatlands is burning and waiting until the fire is extinguished perfectly (70 students), monitoring periodically that the fire is completely extinguished (60 students), and limiting the burned area by digging trenches around the site (50 students). Student solutions describe students’ understanding of solving problems posed in group discussion sessions and debates and prove their arguments with experimental data. Before implementing the model, no student has the highest level of argumentation and concept mastery. After that, 23 students have the highest level of concept mastery, and 25 students have the highest level of argumentation. The PABCSCHL model can increase the level of concept mastery and argumentation skills. This model is a new alternative hybrid learning in the post COVID-19 pandemic. Many more SSI can be learning topics to be implemented in this model.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-06-09</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/42457</dc:identifier>
	<dc:identifier>10.15294/jpii.v12i2.42457</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 12, No 2 (2023): June 2023; 232-240</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v12i2</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2023 Jurnal Pendidikan IPA Indonesia</dc:rights>
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