The Development of Grade 10 Students Argumentation Skills on Biomolecule through Context-Based Learning Activities
Keywords:
Scientific Argumentation Skills, Context - based Learning, BiomoleculeAbstract
This classroom action research intend to find the teaching practices of context-based learning activities on biomolecule and to develop argumentation skills of 30-grade 10th students in context-based learning. The study of context-based teaching practices about biomolecule was done by analyzing data gained from teacher log. The development of argumentation skills were done by analyzing data from argumentation skill test which categorized into 5 levels. Finding the average level of argumentation skills before and after the students have been learning in the context-based learning.
The research results showed that the guideline for applying the context-based teaching practice on biomolecule has 1) students can provide claims in a setting focal, while the learning task and learning key concept can develop warrant evident and counter argument 2) situations in context-based learning on biomolecules should be the situation that students may get involved or are interested, such as health and beauty care and the situation regarding the consumption behavior of students. However situations that should avoid are a situation where students have science knowledge or situations involving ethics that have bias effect 3) should provide students practical activities and discussion to learning key concept
The results of argumentation skills showed that after learning 66.66 percentages of students increased levels of argumentation skills. Most of students increased levels of argumentation skills from level 4 to level 5. Supportive argument is the component that students enhance the most. While the less increase develop is evident.
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