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STUDENTS ARGUMENTATION IN SCIENCE LESSONS: A STORY OF TWO RESEARCH PROJECTS

Jurnal Pendidikan IPA Indonesia · Vol. 5 No. 2 (2016) · pp. 199–208

DOI
10.15294/jpii.v5i2.5949
ISSN
2089-4392, 2339-1286
Published
2016-10-31
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng
License
creativecommons.org/licenses/by/4.0

Abstract

The study analysed profiles of students’ argumentation and how lessons may develop students’ argumentation skills. The study was conducted at two Indonesian progressive private schools and a school located in Australian low socio-economic community. This study explored possibilities to draw together results from two different research approaches typical to each country. The Indonesian research project used paper and pencil tests and interviews to investigate students’ argumentation skills, while the Australian research project analysed videos of the lessons. The Indonesian study finds that there is no significant different between two types of schools and gender. The Australian classroom showed shifts in creative dispositions that include the argumentation processes but not a consistent pattern between classes. The Australian teachers actively required students to make claims, explore the robustness of these claims, transferred these claims to new settings and to think of alternative explanations that encouraged students to construct more coherent arguments. This study finds that interpreting and re-interpreting two different research approaches can produce insights that benefit both sides as it can account for the context and needs of each country. In addition, combining of two different methodologies provided perspectives often not collected through single methodologies.

Keywords

Collaboration network of the authors

11 authors · 25 co-authorship links · 12 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
  • Sriwijaya University
  • Telkom University
  • Bandung Institute of Technology
  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Yenny AnwarSriwijaya University2
Nuryani Yogipratama RustamanIndonesia University of Education2
Novi YuslianiBandung Institute of Technology1
Zaky Al fatihTelkom University1
Diah KartikaSriwijaya University1
Meli AriskaAffiliation unknown1
Sigit SaptonoState University of Semarang1
Saefudin -Affiliation 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 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">STUDENTS ARGUMENTATION IN SCIENCE LESSONS: A STORY OF TWO RESEARCH PROJECTS</dc:title>
	<dc:creator>Widodo, A.</dc:creator>
	<dc:creator>Waldrip, B.</dc:creator>
	<dc:creator>Herawati, D.</dc:creator>
	<dc:subject xml:lang="en-US">argumentation skills; Australia, Indonesia; science education</dc:subject>
	<dc:description xml:lang="en-US">The study analysed profiles of students’ argumentation and how lessons may develop students’ argumentation skills. The study was conducted at two Indonesian progressive private schools and a school located in Australian low socio-economic community. This study explored possibilities to draw together results from two different research approaches typical to each country. The Indonesian research project used paper and pencil tests and interviews to investigate students’ argumentation skills, while the Australian research project analysed videos of the lessons. The Indonesian study finds that there is no significant different between two types of schools and gender. The Australian classroom showed shifts in creative dispositions that include the argumentation processes but not a consistent pattern between classes. The Australian teachers actively required students to make claims, explore the robustness of these claims, transferred these claims to new settings and to think of alternative explanations that encouraged students to construct more coherent arguments. This study finds that interpreting and re-interpreting two different research approaches can produce insights that benefit both sides as it can account for the context and needs of each country. In addition, combining of two different methodologies provided perspectives often not collected through single methodologies.</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>2016-10-31</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/5949</dc:identifier>
	<dc:identifier>10.15294/jpii.v5i2.5949</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 5, No 2 (2016): October 2016; 199-208</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v5i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/5949/5452</dc:relation>
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	<dc:rights xml:lang="en-US">Copyright (c) 2016 Jurnal Pendidikan IPA Indonesia (Indonesian Journal of Science Education)</dc:rights>
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