The impact of problem-based learning with argument mapping and online laboratory on scientific argumentation skill

<span lang="IN">Students in Indonesia still have the low level of scientific argumentation skills. </span><span lang="EN-AU">This </span><span lang="IN">study</span><span lang="IN">purposed</span><span lang="EN-AU"> to </span><span lang="IN">examine</span><span lang="EN-AU"> the </span><span lang="IN">impact of</span><span lang="EN-AU">Problem-based Learning (</span><span lang="IN">PBL</span><span lang="EN-GB">)</span><span lang="EN-AU"> with Argument Mapping and Online Laboratory in improving the scientific argumentation skill. </span><span lang="IN">It describes the significance of the differences between participants who learn through PBL, PBL</span><span lang="EN-AU"> with Online Laboratory (PBL-OL)</span><span lang="IN">, </span><span lang="EN-AU">Problem-based Learning with Argument Mapping and Online Laboratory (PBL-AMOL)</span><span lang="IN"> model. The population of this study were students from Madrasah Aliyah Negeri (MAN) Yogyakarta, Indonesia with a random sampling technique. This </span><span lang="EN-GB">was</span><span lang="IN"> quasi-experiment with pre and post test designs. In this study, there were 97 students at MAN 1 as </span><span lang="EN-GB">respondent</span><span lang="IN">. </span><span lang="EN-AU">Paired sample t-test, independent sample t-test and ANOVA mixed design was used to analysis data. The </span><span lang="IN">PBL-AMOL group has a significant difference based on pre-test and post-test (</span><span lang="IN">sig.<em> </em>0000). </span><span>T</span><span lang="IN">he PBL-AMOL was most effective to improve the skill with gain score 0.43 (medium)</span><span lang="EN-AU">.</span><span lang="IN"> Learning with the PBL-AMOL model can be an alternative to solve the problems of creative thinking skill.</span>

• Publication year

  2021

• Venue

  International Journal of Evaluation and Research in Education (IJERE)

• Publication date

  2021-03-01

• Fields of study

  Computer Science, Education, Psychology

• Identifiers
  DOI 10.11591/IJERE.V10I1.20593
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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