Roudhotul Fitria
ABSTRACT
Students who use argumentation skills in their learning activities can generate a deeper understanding of former concepts, helping to expand knowledge and possibly dispel misunderstandings. One of the problems in learning chemistry is lack of relevance. However, Socio Scientific Issues (SSI) can be used to make science learning more related to everyday life. SSI can directly trigger or influence argumentation skills, so this study aims to explore an argumentation skill student towards SSI. The research used qualitative with explorative-survey. Data were collected using exhibit question towards SSI. Participants in this study were 36 students from one of high school in Yogyakarta, Indonesia. The sampling technique used was purposive sampling. Data analysis in this research is coding based Toulmin's model by identify each argument's claim, data, warrant, backing, rebuttal and qualifier. Argumentation skills students at SMAN 1 in Yogyakarta are in a high category. Students' argumentation towards SSI abilities was mostly obtained at level 4, where Arguments contain either data, warrants, or backings and contain at least one rebuttal, following with Level 3, which is the same as above but does not contain any rebuttals. Then level 1, where An Argument contains a simple claim. The least is level 2, that argument contains a claim and data. The student's answer to arguments towards SSI examines in various dimension. The SSI dimensions that are most frequently mentioned are environmental, societal and economic
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Index Terms
- Analysis of Students'Argumentation skill towards Socio-scientific Issues in Chemistry Learning
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