IMPROVING ARGUMENTATION
SKILLS THROUGH THE APPLICATION OF THE ARGUMENT-DRIVEN INQUIRY MODEL USED BY
BUBBLE CARD
Dyah
Kirani Noviyana1, Elly’s Mersina Mursidik2, Reni
Sujianti3
Universitas PGRI Madiun1, Universitas
PGRI Madiun2, SDN Sobrah Kabupaten Madiun3
kiraniviyana@gmail.com1 , ellys@unipma.ac.id2 , renisujianti@gmail.com3
|
Keywords |
Abstract |
|
argumentation skills;
argument-driven inquiry; bubble card. |
The low
quality of learning that occurs in grade IV of Public Elementary Schools in
Madiun can be seen from students' lack of active involvement in learning
activities and learning outcomes that could be more optimal. Therefore, this
study aims to improve the quality of learning by implementing more effective
strategies that can motivate students to be more active and involved in the
teaching and learning process. This study uses a Classroom Action Research
(CAR) approach with a two-cycle design involving 23 grade IV students, ten
girls and 13 boys. Data collection techniques were carried out through
observation, interviews, and documentation, while the data were analyzed
descriptively and qualitatively. The study's results showed a significant
increase in student involvement during the learning process. Students
participated more actively in group discussions and class activities and
showed increased learning outcomes. This study implies that implementing more
interactive learning strategies and active involvement of students can
improve the quality of learning in the classroom, which is expected to be
applied by other teachers to improve the quality of education in elementary
schools. |
Corresponding Author : Dyah Kirani Noviyana
E-mail:
kiraniviyana@gmail.com
INTRODUCTION
Education
is developing one's potential and character through planned learning
21st-century learning emphasizes the active role of
students, creativity, and problem-solving skills. Students are required to
express their ideas or opinions actively while learning. In expressing
opinions, students need to provide facts to strengthen their views. An
argumentation skill can help students express their opinions. According to
Anila in
Argumentation skills have several indicators that make it
easier for students to express their opinions. One indicator is called the
Toulmin argument indicator. Toulmin's argument indicator consists of six
aspects: claim, evidence, warrant, qualifier, backing, and rebuttal
Students' learning skills are still relatively low. This
is evidenced by the results of research by Sukardi and Agustrianti (2017),
which show that students are less able to convey or explain something well and
are less confident in their opinions. The results of observations made during
the precycle in grade IV of elementary school found that students'
argumentation skills were quite low. Students could answer questions but were
not able to give reasons for their opinions.
Students
tend not to answer when given a question of reason regarding the answer given,
thus causing the opinion given to be doubted by others. These results are also
supported by written tests given during the precycle in learning with Energy
Change material. The percentage of argumentation skills using the Toulmin
indicator, namely a claim statement obtained (73%), giving a reason (warrant)
obtained (47%), and including support (backing) (41%). Based on these results,
students' argumentation skills are still relatively low and require improvement
in reason and support.
Based on the results of the observations made, it was
found that the level of argumentation skills was relatively low due to the lack
of training in facilitating students to get used to argumentation skills in
learning
Students
who are used to thinking critically and can communicate will be able to argue
well. The limitations of learning media that develop these skills also cause
low argumentation skills, which usually only use textbooks
The learning model that can practice argumentation skills
is argument-driven inquiry. Argument-driven inquiry is a learning model that
directs students to develop arguments through an investigation conducted
Based on the problems above, applying a learning model
that can improve argumentation skills using appropriate learning media is
necessary. Therefore, this research was developed titled "Improving
Argumentation Skills through the Application of the Bubble Card-assisted
Argument-driven Inquiry (ADI) Model in Grade 4 Elementary School Science and
Technology Material." This study aims to improve students' skills by
applying the ADI learning model equipped with bubble card learning media in
grade IV students. Students with argumentation skills are expected to be able
to think more critically, communicate better, and increase their understanding
of the learning material.
RESEARCH
METHOD
The type of research
conducted is classroom action research (PTK). According to Daryanto
Picture
1.
Stages in Classroom Action Research
Source:
` Based
on the picture, the research started with planning. The planning stage is the
first step before conducting research in the classroom. Planning activities
include compiling the learning tools needed based on initial observations in
the recycling. The preparation of learning tools is used to guide research
equipped with teaching modules, assessments, media, and assessment sheets. The
developed learning tools are applied in the action stage (action), which is held for 2 JP (70 minutes) with one meeting in
each cycle. The implementation stage has an introduction, core activities, and
a closing using the learning model of
argument-driven inquiry (ADI). All activities in the action stage are
directed to improve students' argumentation skills, and observations are made
on students' abilities. The results of the action stage will be used as
material for the observation stage. The observation stage is carried out by
collecting and analyzing the data obtained to determine the level of students'
argumentation skills.
The
subject of this study is a class IV student of one of the public elementary
schools in Madiun with a total of 23 students, consisting of 10 women and 13
boys. The research was carried out in October semester 1 of the 2024/2015
academic year. The research instrument used is a test sheet. This test sheet
contains questions that contain Toulmin indicators for arguments. The data
collection techniques in this study are written tests and observations. The
data from this study was analyzed using quantitative descriptive methods, where
the data was analyzed to produce numbers to describe the level of students'
argumentation skills that would be described in explaining the results of the
data obtained.
RESULTS
AND DISCUSSION
The results of this
study discuss the argumentation skills of grade IV elementary school students
using Toulmin indicators (claims, reasons, and support). Students'
argumentation skills were reviewed based on the results of test sheets and
observation sheets during social studies learning on energy change. The
research was carried out in three phases: precycle, cycle I, and cycle II.
Precycle is the initial stage in this study to
obtain initial data on students' argumentation skills. The precycle stage is
applied through a written test in learning to students before being given
actions and an introduction to argumentation skills. The written test is a
description question in which there is a phenomenon to formulate a claim,
reason, and support. The written test results are analyzed based on test scores
and Toulmin indicators expressed in the form of percentages. The results of the
written test scores at the precycle stage are presented as follows.
Table 1. Student Precycle Test Results
|
Value Range |
Frequency |
Completeness |
|
35 – 44 |
2 |
Not yet completed |
|
45 – 54 |
5 |
Not
yet completed |
|
55 – 64 |
1 |
Not
yet completed |
|
65 – 74 |
3 |
Not
yet completed |
|
75 – 84 |
11 |
Complete |
|
85 – 100 |
1 |
Complete |
|
Completion percentage |
52,17% |
|
The table above shows the results of the students' precycle
test on their argumentation skills. Students who obtained a score of less than
75 were categorized as incomplete, and students with a score of more than 75
were declared complete. Students who have not completed the course show a low
level of argumentation skills. The complete category can be explained by the
fact that students have a good level of argumentation skills.
Based on this data, the percentage of students with
argumentation skills is 52.17%, with 12 students declaring it complete. This
percentage still shows that students' argumentation skills need to be improved
so that students' argumentation skills are getting better. This low
argumentation skill is because students still need to get used to doing
argumentation activities using appropriate argumentation indicators. Students
can express their opinions but cannot convey reasons to strengthen their views.
In addition, the low ability of students can also be caused by applying a learning
model that does not accommodate argumentative activities during learning. This
learning model is essential so that students become more trained in
argumentation activities. The limited number of companion books, such as LKPD,
that train argumentation skills is also a factor in the level of students'
argumentation skills
The level of argumentation skills can be seen through the
analysis of Toulmin indicators in the students' written test results. The
Toulmin indicators used in this study are claims, reasons, and support, which
are the initial stages of introducing argumentation skills to students. The
Toulmin indicator can effectively measure argumentation skills
Table 2. Toulmin Indicator Analysis Argumentation Skills
|
No. |
Indicators |
Percentage |
|
1 |
Claim |
73,91 % |
|
2 |
Warrant |
47,83% |
|
3 |
Backing |
41,30% |
Table 2 presents the data from the analysis of
the Toulmin indicator consisting of claims, reasons, and support expressed in
percentages. The percentage in each indicator can be used to find out the level
of students' argumentation skills. The higher the percentage on the indicator,
the higher the level of students' ability to argue. The first indicator,
claims, obtained a percentage of 73.91%. This score shows that students have
argumentation skills in stating claims by giving statements of agreement/disagreement
with the claims submitted. The percentage of the second indicator, where
students can include reasons for the claim, is 47.83%. This percentage shows
students' ability to state reasons is still relatively low. Students still need
to understand how to state the right reason. Students are still used to having
only a claim or opinion but still need clarification about the reason for
choosing the answer.
The observation results also support this;
students tend to ask many questions about the meaning of this second indicator,
namely, the reason. The third indicator shows that argumentation skills are
still low, namely 41.30%, where students can include support in the form of
theories that support reason. Students' understanding of immature material
influences the low indicator in expressing support, so it must be corrected
when writing theories about claims. Students also need help connecting reason
with appropriate theories to form support. Based on the percentage of students'
Toulmin indicators, the level of student argumentation still needs to be
improved by providing treatment in learning.
The stages in the cycle begin with planning.
This planning stage produces a tool that is used to train argumentation skills
in students in learning. The learning tools include teaching modules, learning
media, and argumentation skills assessment sheets. The teaching module contains
learning activities that apply the
argument-driven inquiry learning model. This learning model has a syntax
that starts with problem identification, data collection, tentative arguments,
and argumentation sessions
1.
Identifying problems, teachers and students conduct questions and
answers related to energy change material by observing objects around them and
being given reinforcement by the teacher. Students are directed to observe the
video shown by the teacher regarding the energy change event. Then, students
analyze the problems that occur in the video. The teacher tries to provide a
statement as a stimulus in formulating student claims and continues by
conveying the appropriate reasons (warrant)
and support (backing). Students
randomly submitted claims that contained statements of agreement or
disagreement with the teacher's opinion accompanied by reasons and support from
the teacher's direction.
2.
Data collection: At this stage of data collection, students began
to form heterogeneous groups consisting of four groups. Data collection
activities: Students will learn energy change materials modified by applying
Toulmin indicators to practice argumentative skills. Data is collected by
observing the problems or phenomena presented in the worksheet.
3.
The creation of tentative arguments and the results of the problem
analysis in the worksheet are used to complete the worksheet by forming claims
in groups. Students at this stage of tentative argument begin to compile
claims, reasons, and supports.
4.
In argumentation sessions, students' argumentation skills are
developed in writing, and they must be trained to convey them orally. Students
who have completed the worksheet in the group discussion are allowed to present
the arguments that are prepared. Other groups alternately responded to the
arguments submitted by the group. In this argumentation session, students can
express their opinions to each other. During the argumentation activity, the
teacher monitors and strengthens the views conveyed by the concept of energy
change and the right Toulmin indicators.
The observation stage is carried out during the
learning activity by observing the students' argumentation activities. In
addition, students take a written test at the end of learning to determine
their understanding of the material and their ability to argue using the
Toulmin indicator. The results of the written test in cycle I are presented as
follows.
Table 3. Cycle I Written Test Results
|
Value Range |
Frequency |
Completeness |
|
55 |
1 |
Not yet completed |
|
60 |
1 |
Not yet completed |
|
65 |
3 |
Not
yet completed |
|
70 |
1 |
Not yet completed |
|
75 |
4 |
Complete |
|
80 |
7 |
Complete |
|
85 |
4 |
Complete |
|
90 |
2 |
Complete |
|
Completion percentage |
73,91% |
|
Table 3 shows the results of the written test of
argumentation skills on energy change material. Based on the completeness
criteria, students who have completed by obtaining a score above 75 are 17
students. These results show that students already understand how to argue
using the Toulmin indicator and the concept of energy change. Meanwhile,
students still need to complete the. Students who still need to complete this
find it challenging to convey arguments using the Toulmin indicator. During
learning, students tend to be passive and less active because the Toulmin
indicator is a new thing that students have never obtained, so it requires a
higher level of thinking. In addition, in learning, students participate less
in groups.
The Toulmin indicator can be analyzed to determine the level
of argumentation skills in each component, which can be used as a guide in
conducting evaluations. The results of the analysis of the Toulmin indicator,
presented in percentage form for each component, are as follows.
Picture 2. Comparison Chart of Toulmin Indicator Results
Figure 2 presents the data from the analysis of
the Toulmin indicator; the first indicator compiling claims obtained a
percentage of 83.48%. This score shows that students have argumentation skills
in stating claims by giving statements of agreement/disagreement with the
claims submitted. The second indicator gives a reason for obtaining a
percentage of 70.65%. This shows that students can include reasons for the claim.
This percentage can be categorized as students who can state reasons better.
This is because students are directed to compile reasons based on the problems
on the worksheet through discussion activities. Discussion activities and
worksheet work on the syntax of making tentative arguments help students
prepare arguments on indicators that provide reasons for the problems that
occur. The observation results also support the idea that this can convey
claims and reasons appropriately and well in front of the class and get
responses from other groups during the argumentation session. The percentage of
the third indicator, including support, still shows that the results of
argumentation skills are pretty low, namely 56.52%. In contrast, students
include support that is less related to previous reasons and claims.
The improvement in student's ability to argue is
reviewed from the components of the Toulmin indicator presented in Figure 3.
Figure 3 shows an increase in each element with a pretty good percentage. The
results of the first cycle will be reflected to find out the follow-up. During
the learning period, some students have been able to carry out argumentation
activities well, especially in groups. However, some students still need help
understanding the indicators of individual argumentation skills. Therefore,
students' argumentation skills in the first cycle still need to be taken
actions that can improve students' abilities.
The findings in the
first cycle were followed up by evaluating learning activities, namely
providing opportunities for students to argue individually and develop engaging
media in expressing opinions. This follow-up was applied in cycle II using the
ADI learning model and game cards as bubble
cards that can train students to think independently. Bubble cards are given to students as a learning game. Students in
pairs argue with each other in front of the class based on the statements
contained in the bubble card. Each
student submitted claims, reasons, and support for the statements given by
colleagues in the couple. The learning activity continued by completing
worksheets in groups. A written test is given to students at the end of
learning to find out the students' argumentation skills. The results of the
written test in cycle II are presented in Table 5.
Table 4. Cycle II Written Test Results
|
Value Range |
Frequency |
Completeness |
|
65 |
1 |
Not
yet completed |
|
70 |
1 |
Not yet completed |
|
75 |
4 |
Complete |
|
80 |
3 |
Complete |
|
85 |
5 |
Complete |
|
90 |
4 |
Complete |
|
95 |
2 |
Complete |
|
100 |
3 |
Complete |
|
Completion percentage |
91,30% |
|
Based on the argumentation skills test results, some
students have old scores above 75, and categories were complete. Students who
scored above the criteria were 21, and two needed to complete the. These
results show that students have good argumentation skills, as evidenced by the
percentage of completeness of 91.30%, which increased compared to the test
results in the first cycle.
Picture 3. Comparison Diagram of Precycle and Cycle I Argumentation Skills
Results
Based on the data in
Figure 4, it can be seen that the percentage of students' completeness in
argumentation skills has increased compared to the results from cycle 1, which
is 73.91% to 91.30%. This percentage is proportional to the increase in the
number of students declared complete, from 17 students to 21 students. This
percentage shows that students have high-category argumentation skills, where
students can present arguments in writing or orally using the Toulmin
indicator. The rate from precycle to cycle II is influenced by the actions and
treatments given by teachers. The argument-driven
inquiry learning model can facilitate students' argumentation because the
prepared syntax accommodates various stages in providing reasonable and
appropriate argumentation. In its implementation, the learning model needs to
be supported by the addition of interesting learning methods or media to
increase students' understanding and motivation.
The improvement of
argumentation skills in cycle 2 focuses on developing individual abilities in
expressing opinions that in cycle one experienced difficulties. The development
of personal opinion skills is carried out through the game of bubble cards. The game uses bubble cards to train students to
express their opinions orally together with colleagues in a couple to express
their opinions to each other. During the game activities, students looked more
enthusiastic about carrying out argumentation activities, with the
understanding they already had using the Toulmin indicator. Using games
increases students' learning activeness so they can apply the material well
Students can express
their opinions in a sequence starting from compiling claims and providing
reasons to include appropriate support. The results of observations in this
second cycle during the game activity bubble
card are that students can follow in an orderly and enthusiastic manner, as
seen from the willingness and opinions given during the argumentative activity.
Bubble card This impacts students'
confidence level in expressing their views in front of the class with friends.
This is in line with research conducted by
Other research
results
The level of argumentation skills can be reviewed using the
Toulmin indicator presented in the argumentation skills test questions. The
test results can be analyzed in percentages that present the ability of
students in each component to argue in the table below.
Picture 4. Comparison Chart of Toulmin Indicator Results
Based on
the diagram in Figure 5, there is an increase in each of the Toulmin
indicators, namely claims, reasons, and support. The first indicator in
compiling claims was an increase that initially, students only had a moderate
level of ability to state claims, namely 73.91%, which increased to 84.48% in
cycle 1. This percentage is considered to still need improvement in cycle two,
which has improved the ability of students to state claims by 89.56%. The
increase in this claim indicator indicates that most students can compose
claims that contain the words agree/disagree systematically and coherently.
Students understand the meaning and way of making claims, which are the main
components of opinion. Students can analyze the problem to find the proper
claim against the statement submitted.
The
percentage of indicators that gave reasons for an increase that initially
students could provide reasons with at a low level was 47.83%, which means that
most students have yet to be able to add reasons that are by the claim to
70.65% in the first cycle. In this learning cycle, most students can convey
reasons that strengthen claims based on theories and problems presented by the
teacher. The third indicator, including this support, also experienced an
increase, initially relatively low by 41.30% to 56.52 in the first cycle and
then increased again in the second cycle with 73.91%. The increase in the
percentage of including this support shows that students understand Toulmin's
indicators well, especially in providing support that is in accordance with the
theory.
The
improvement in each indicator indicates that students have met the criteria for
good argumentation skills. Students' argumentation skills can improve by
applying the learning model argument-driven
inquiry and game bubble cards
supported by a guide to opinion on the Toulmin indicator. The Toulmin indicator
is one of the critical components for improving students' argumentation skills
in a row. Students have the proper guidance in conveying arguments in learning.
This aligns with the research conducted
CONCLUSION
The
implementation of appropriate strategies in human resource management and work
environment management has a significant impact on organizational performance.
These findings indicate that effective leadership, employee motivation, and
work-life balance affect employee satisfaction and productivity. In addition,
this study also highlights the importance of integrating internal company
policies with employee values to create a conducive work environment.
Thus, recommendations for developing more inclusive and employee-based human
resource policies are essential for organizations seeking to improve overall
performance. This study also contributes to the development of human resource
management theory by offering a new perspective on the relationship between
work environment factors and individual performance in organizations.
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