Implementation of argument-driven inquiry learning model with multi-representation approach to improve students scientific reasoning on elasticity material C Cahyati, P Siahaan, S Utari
Program Studi Pendidikan Fisika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*cucucahyati13[at]yahoo.com
Abstract
Scientific reasoning is a process of thinking where knowledge is used to understand the complete knowledge. Scientific reasoning can arise in scientific activity in the form of claims based on the quality of reasoning. In the study of physics in high school, students scientific reasoning is still at level 2 and it needs to be upgraded to the highest level of level 4. In this research, argument-driven inquiry model with multi-representation approach will be applied to improve students scientific reasoning on elasticity . The research method used in this research is the quasy experiment method with the instrument used is the instrument of scientific reasoning test on elasticity material. Processing of the data used to determine the increase of scientific reasoning is to calculate a score gain normalized. The results of this study indicate that students scientific reasoning on elasticity material increases with a gain score of 0.443 in the medium category. Thus it can be concluded that the argument-driven inquiry model with multi-representation approach can improve scientific reasoning on elasticity
Keywords: argument-driven inquiry, multi-representation approach, students scientific reasoning
