The Impact of Problem-Based Learning with Argument Mapping and Online Laboratory on Scientific Argumentation Skill

Autor/inn/en	Jumadi, Jumadi; Perdana, Riki; Riwayani; Rosana, Dadan
Titel	The Impact of Problem-Based Learning with Argument Mapping and Online Laboratory on Scientific Argumentation Skill
Quelle	In: International Journal of Evaluation and Research in Education, 10 (2021) 1, S.16-23 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Problem Based Learning; Problem Solving; Concept Mapping; Persuasive Discourse; Science Process Skills; Thinking Skills; Skill Development; Science Laboratories; Electronic Learning; Instructional Effectiveness; Grade 11; High School Students; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Problemlösen; Concept Map; Persuasion; Persuasive Kommunikation; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Indonesien
Abstract	Students in Indonesia still have the low level of scientific argumentation skills. This study purposed to examine the impact of Problem-based Learning (PBL) with Argument Mapping and Online Laboratory in improving the scientific argumentation skill. It describes the significance of the differences between participants who learn through PBL, PBL with Online Laboratory (PBL-OL), Problem-based Learning with Argument Mapping and Online Laboratory (PBL-AMOL) model. The population of this study were students from Madrasah Aliyah Negeri (MAN) Yogyakarta, Indonesia with a random sampling technique. This was quasi-experiment with pre and post test designs. In this study, there were 97 students at MAN 1 as respondent. Paired sample t-test, independent sample t-test and ANOVA mixed design was used to analysis data. The PBL-AMOL group has a significant difference based on pre-test and post-test (sig. 0000). The PBL-AMOL was most effective to improve the skill with gain score 0.43 (medium). Learning with the PBLAMOL model can be an alternative to solve the problems of creative thinking skill. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. Tel: +62-274-4534501; Fax: +62-274-564604; e-mail: ijere@iaesjournal.com; Web site: http://ijere.iaescore.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01