Argument Driven Inquiry for Science Competencies Research, Evaluate and Use Scientific Information for Decision Making and Action in the Earth and Change of Earth of 8th Grade Students

Abstract

This research aimed to 1) study the approach to argument-driven inquiry developing science competencies research, evaluate and use scientific information for decision-making and action on the topic of “The Earth and Change of Earth” for 8^th-grade students, and 2) examine the development of this competency among 8^th-grade students using argument-driven inquiry on the same topic. This qualitative study employed action research methodology comprising planning, acting, observing, and reflecting phases conducted through three consecutive action research cycles. The sample consisted of 24 8^th-grade students. Research instruments included learning management plans, learning reflection forms, activity sheets, and competency assessment tests that measured students’ science competencies in researching, evaluating, and using scientific information for decision-making and action. Data was analyzed using mean, percentage, standard deviation, content analysis, and triangulation methods. The research results were as follows: 1) The argument-driven inquiry learning approach for developing research competencies among Grade 8 students should include the following characteristics: The teachers should present real-life scenarios that are authentic without clear-cut answers, using specific questions about the situation to connect to argumentation issues. Additionally, teachers must build students' confidence in presentation by emphasizing that there is no right or wrong answer—it depends on the reasoning and evidence used to support the argument construction. Teachers should provide examples of survey report writing, examining each component for student understanding, and encourage students to write based on their comprehension. 2. The development of research competencies showed improvement in research competency across each implementation cycle. The indicator showing the greatest student development was searching, evaluating, and communicating about relationships of information from various sources. After the learning management implementation, students showed development in research competency for evaluating and using scientific information for decision-making and action, with an overall average score of 50.21%.