Application of The Scientific and Technological Argumentation Group Learning Model (GARIT) To Improve Students' Argumentation Skills in Physics Learning
Keywords:
GARIT Learning Model, Toulmin Argument Pattern, Scientific Argumentation SkillsAbstract
This research to evaluate the influence of the Scientific Technology Argumentation Group (GARIT) learning model on students' argumentation skills in the context of physics learning. The research method used is a quantitative method with a pre-experimental design using the One-Group Pretest-Posttest Design type. The research was conducted over five meetings, where one meeting was filled with a pre-test, three meetings with the application of the GARIT learning model, and one meeting with a post-test. The duration of each meeting is 2×40 minutes. Data is collected at each meeting to assess teacher and student activities using teaching modules focused on Global Warming material. The research results showed a significant increase in students' argumentation skills after implementing the GARIT learning model. Data analysis shows positive changes in indicators, especially in warrant ground and qualifier. However, the increase in claims and rebuttal indicators tends to be lower. From the results of the hypothesis test, it was concluded that the GARIT learning model had a significant influence on students' argumentation skills on Global Warming material. In the context of physics learning, the application of the GARIT model shows the potential to improve students' abilities in scientific reasoning. The conclusion of this research confirms that the Scientific Technology Argumentation Group (GARIT) learning model can positively influence students' argumentation skills in physics learning, especially related to the topic of Global Warming.
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