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The Effectiveness of Scientific Argumentation Strategy towards the Various Learning Outcomes and Educational Levels Five Over the Years in Science Education

Journal of Innovation in Educational and Cultural Research · Vol. 1 No. 2 (2020) · hlm. 52–57

DOI
10.46843/jiecr.v1i2.17
ISSN
2722-9696, 2722-9688
Terbit
2020-12-23
Penerbit
Yayasan Keluarga Guru Mandiri
Bahasa
eng

Abstrak

This study aimed to investigate the effectiveness of scientific argumentation strategy towards various learning outcomes and educational levels five over the years in science education. This study was used systematic review and meta-analysis using R application. Selected ten articles from the Web of Science database during 2016-2020 were used in this study. The results showed that scientific reasoning is more effective for improving through scientific argumentation in the higher education level than other learning outcomes and other educational levels with an effect size 1.39 and standard error 0.2478. So, we can conclude that there is evidence to suggest using a scientific argumentation strategy in improving scientific reasoning in higher education levels both in the teaching process and the research.

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26 penulis · 69 tautan kepenulisan bersama · 14 lintas organisasi

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  • Kasetsart University
  • Syarif Hidayatullah State Islamic University Jakarta
  • Sultan Ageng Tirtayasa University
  • University of Pretoria
  • Mahasarakham University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Sasithep PitiporntapinKasetsart University2
Wanwipa VongsangnakKasetsart University2
I Nyoman Pugeg AryanthaAfiliasi tidak diketahui2
Zulfiani ZulfianiSyarif Hidayatullah State Islamic University Jakarta1
Iwan Permana SuwarnaSyarif Hidayatullah State Islamic University Jakarta1
Dina Rahma FadlilahSyarif Hidayatullah State Islamic University Jakarta1
R. Ahmad Zaky El IslamiSultan Ageng Tirtayasa University1
Lindelani E. MnguniUniversity of Pretoria1
Amornthep KingkawKasetsart University1
Indria WahyuniAfiliasi tidak diketahui1
Rida Oktorida KhastiniAfiliasi tidak diketahui1
Ewi AwaliyatiAfiliasi tidak diketahui1
Andriana SusilowatiAfiliasi tidak diketahui1
Enggar UtariAfiliasi tidak diketahui1
Ratih Permana SariAfiliasi tidak diketahui1
Mauliza MaulizaAfiliasi tidak diketahui1
Pongprapan PongsophonAfiliasi tidak diketahui1
Pattamaporn PimthongAfiliasi tidak diketahui1
Prasart NuangchalermMahasarakham University1
Haris AbizarAfiliasi tidak diketahui1
Herlina PratiwiAfiliasi tidak diketahui1
Moh FawaidAfiliasi tidak diketahui1
Sulaeman Deni RamdaniAfiliasi tidak diketahui1
Ismi MaulaniAfiliasi 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://jiecr.org/index.php/jiecr/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The Effectiveness of Scientific Argumentation Strategy towards the Various Learning Outcomes and Educational Levels Five Over the Years in Science Education</dc:title>
	<dc:creator>Sari, Indah Juwita</dc:creator>
	<dc:creator>El Islami, R. Ahmad Zaky</dc:creator>
	<dc:subject xml:lang="en-US">Scientific Argumentation; Scientific Reasoning; Systematic Review; Meta-Analysis; Science Education</dc:subject>
	<dc:description xml:lang="en-US">This study aimed to investigate the effectiveness of scientific argumentation strategy towards various learning outcomes and educational levels five over the years in science education. This study was used systematic review and meta-analysis using R application. Selected ten articles from the Web of Science database during 2016-2020 were used in this study. The results showed that scientific reasoning is more effective for improving through scientific argumentation in the higher education level than other learning outcomes and other educational levels with an effect size 1.39 and standard error 0.2478.  So, we can conclude that there is evidence to suggest using a scientific argumentation strategy in improving scientific reasoning in higher education levels both in the teaching process and the research.</dc:description>
	<dc:publisher xml:lang="en-US">Yayasan Keluarga Guru Mandiri</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2020-12-23</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">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://jiecr.org/index.php/jiecr/article/view/17</dc:identifier>
	<dc:identifier>10.46843/jiecr.v1i2.17</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Innovation in Educational and Cultural Research; Vol 1, No 2 (2020); 52-57</dc:source>
	<dc:source>2722-9696</dc:source>
	<dc:source>2722-9688</dc:source>
	<dc:source>10.46843/jiecr.v1i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://jiecr.org/index.php/jiecr/article/view/17/7</dc:relation>
	<dc:relation>http://jiecr.org/index.php/jiecr/article/downloadSuppFile/17/5</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 Journal of Innovation in Educational and Cultural Research</dc:rights>
</oai_dc:dc>