Argumentation Skills in Physisc Implementation: A Systematic Literature Review

Lucy Triananda, Heru Kuswanto, Jumadi Jumadi

Abstract


The aim of this study are to analyze and describe the reasoning skills of students from primary school until college in understanding the learning concept and application of physics. This research focuses on the factors that influence students' concept understanding and argumentation skills in physics. The research method used was systematic literature review (SLR), a literature study in which data was collected through various published articles relevant to reasoning skills in physics from 2019 to 2023. The implementation of this research was done by collecting data through scientific articles published and indexed in the Scopus database. The data analysis technique used is the PRISMA flowchart with different levels and the VOSviewer application. The results showed that the factors effecting argumentation ability in learning physics are influenced by the learning model used, the learning approach, the way the teacher guides the learning activities, as well as environmental factors and community life.

Keywords


Argumentation; Physics; Systematic Literature Review

Full Text:

PDF (English)

References


Farida, L., Rosidin, U., Herlina, K., & Hasnunidah, N. (2018). Pengaruh Penerapan Model Pembelajaran Argumentdriven Inquiry (Adi) Terhadap Keterampilan Argumentasi Siswa Smp Berdasarkan Perbedaan Jenis Kelamin. Journal of Physics and Science Learning, 2(2), 25-36.

Imaniar, B. O., & Astutik, S. (2019). Analisis kemampuan argumentasi siswa SMP pada pembelajaran IPA. FKIP e-PROCEEDING, 4(1), 92-96.

Handayani, P. (2015). Analisis argumentasi peserta didik kelas x sma muhammadiyah 1 palembang dengan menggunakan model argumentasi toulmin. Jurnal Inovasi dan Pembelajaran Fisika, 2(1), 60-68.

Eliana, D. I. N. A., & Admoko, S. (2020). Tren Pembelajaran Argumentasi Berbasis Toulmins Argument Pattern (Tap) Dalam Meningkatkan Kemampuan Argumentasi Dan Pemahaman Konsep Fisika Peserta Didik. Inovasi Pendidikan Fisika, 9(2), 246-255.

Ambarawati, D. S. H. E., Muslim, M., & Hernani, H. (2021). Analisis kemampuan argumentasi siswa SMP pada materi pencemaran lingkungan. Inkuiri: Jurnal Pendidikan IPA, 10(1), 13-17.

Nugraha, T. H., & Pujiastuti, H. (2019). Analisis kemampuan komunikasi matematis siswa berdasarkan perbedaan gender. Edumatica: Jurnal Pendidikan Matematika, 9(1), 1-7.

Afgani, T., Hasnunidah, N., & Surbakti, A. (2020). Pengaruh Model Pembelajaran Argument-Driven Inquiry (ADI) Dan Gender Terhadap Keterampilan Argumentasi Siswa. Jurnal Bioterdidik: Wahana Ekspresi Ilmiah, 8(1), 1-10.

Hendri, S., & Defianti, A. (2015). Membentuk keterampilan argumentasi siswa melalui isu sosial ilmiah dalam pembelajaran sains. Prosiding Simposium Inovasi dan Pembelajaran Sains, 545-548.

Dafrida,, Maria Rezti (2018) Pemanfaatan elemen-elemen dasar argument dan kadar ketajamannya dalam esai argumentatif. Skripsi thesis, Sanata Dharma University.

Ginanjar, W. S., Utari, S., & Muslim, M. (2015). Penerapan model argument-driven inquiry dalam pembelajaran IPA untuk meningkatkan kemampuan argumentasi ilmiah siswa SMP. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 20(1), 32-37.

Widhi, M. T. W., Hakim, A. R., Wulansari, N. I., Solahuddin, M. I., & Admoko, S. (2021). Analisis keterampilan argumentasi ilmiah peserta didik pada model pembelajaran berbasis toulmin’s argumentation pattern (TAP) dalam memahami konsep fisika dengan metode library research. PENDIPA Journal of Science Education, 5(1), 79-91.

Siregar, N., & Pakpahan, R. A. (2020). Kemampuan Argumentasi IPA Siswa Melalui Pembelajaran Argument Driven Inquiry (ADI). LENSA (Lentera Sains): Jurnal Pendidikan IPA, 10(2), 94-103.

National Research Council, Board on Science Education, National Committee on Science Education Standards, & Assessment. (1995). National science education standards. National Academies Press.

Febriyanti, D., Sjaifuddin, S., & Biru, L. T. (2022). Analisis proses pembelajaran IPA terpadu dalam pelaksanaan kurikulum 2013 di SMP kecamatan sumur. PENDIPA Journal of Science Education, 6(1), 218-225.

Marhamah, O. S., Nurlaelah, I., & Setiawati, I. (2017). Penerapan model argument-driven inquiry (ADI) dalam meningkatkan kemampuan berargumentasi siswa pada konsep pencemaran lingkungan di kelas X SMA Negeri 1 Ciawigebang. Quagga: Jurnal Pendidikan dan Biologi, 9(02), 39-45.

Murdani, E., Suhandi, A., Muslim, M., Setiawan, A., Samsudin, A., & Costu, B. (2023). Physics Argumentation-Based Computer-Supported Collaborative Hybrid Learning to Increase Concept Mastery and Argumentation Skills. Jurnal Pendidikan IPA Indonesia, 12(2), 232-240.

Cari, C., Pratiwi, S. N., Aminah, N. S., & Nugraha, D. A. (2019, December). Analysis of student argumentation skills on static fluid topics. In AIP Conference Proceedings (Vol. 2202, No. 1). AIP Publishing.

Franqueira, V. N., & Horsman, G. (2020). Towards sound forensic arguments: structured argumentation applied to digital forensics practice. Forensic Science International: Digital Investigation, 32, 300923.

Rø, K., & Arnesen, K. K. (2020). The opaque nature of generic examples: The structure of student teachers’ arguments in multiplicative reasoning. The Journal of Mathematical Behavior, 58, 100755.

Yilmaz-Na, E., & Sönmez, E. (2023). Unfolding the potential of computer-assisted argument mapping practices for promoting self-regulation of learning and problem-solving skills of pre-service teachers and their relationship. Computers & Education, 193, 104683.

Canoz, G. M., Ucar, S., & Demircioglu, T. (2022). Investigate the effect of argumentation-promoted interactive simulation applications on students’ argumentation levels, academic achievements, and entrepreneurship skills in science classes. Thinking Skills and Creativity, 45, 101106.

Figueira, M. J. S., Nardi, R., & Cortela, B. S. C. (2019, August). Introducing scientific argumentation practices in physics teacher’s undergraduate curricula. In Journal of Physics: Conference Series (Vol. 1286, No. 1, p. 012038). IOP Publishing.

Rosmiati, R., Liliasari, L., Tjasyono, B., Ramalis, T. R., & Satriawan, M. (2020). Measuring level of reflective thinking of physics pre-service teachers using effective essay argumentation. Reflective practice, 21(4), 565-586.

Cikmaz, A., Fulmer, G., Yaman, F., & Hand, B. (2021). Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments. Journal of Research in Science Teaching, 58(10), 1457-1488.

Nurjannah, N., Setiawan, A., Rusdiana, D., & Muslim, M. (2019, February). Students’ critical thinking skills toward analyzing argumentation on heat conductivity concept. In Journal of Physics: Conference Series (Vol. 1157, No. 3, p. 032053). IOP Publishing.

Noviyanti, N. I., Mukti, W. R., Yuliskurniawati, I. D., Mahanal, S., & Zubaidah, S. (2019, June). Students’ scientific argumentation skills based on differences in academic ability. In Journal of Physics: Conference Series (Vol. 1241, No. 1, p. 012034). IOP Publishing.

Arslan, H. O., Genc, M., & Durak, B. (2023). Exploring the effect of argument-driven inquiry on pre-service science teachers’ achievement, science process, and argumentation skills and their views on the ADI model. Teaching and Teacher Education, 121, 103905.

Lawrence, J., Visser, J., & Reed, C. (2023). Translational argument technology: Engineering a step change in the argument web. Journal of Web Semantics, 77, 100786.

Lobczowski, N. G., Allen, E. M., Firetto, C. M., Greene, J. A., & Murphy, P. K. (2020). An exploration of social regulation of learning during scientific argumentation discourse. Contemporary Educational Psychology, 63, 101925.

Hahn, U., & Tešić, M. (2023). Argument and explanation. Philosophical Transactions of the Royal Society A, 381(2251), 20220043.

Athe, P., & Dinh, N. (2019). A framework for assessment of predictive capability maturity and its application in nuclear thermal hydraulics. Nuclear Engineering and Design, 354, 110201.

D'auria, F. (2012). Perspectives in system thermal-hydraulics. Nuclear Engineering and Technology, 44(8), 855-870.

Suliyanah, S., Fadillah, R. N., & Deta, U. A. (2020, March). The process of developing students’ scientific argumentation skill using argument-driven inquiry (ADI) model in senior high school on the topic of elasticity. In Journal of Physics: Conference Series (Vol. 1491, No. 1, p. 012046). IOP Publishing.

Wang, J. (2020). Scrutinising the positions of students and teacher engaged in argumentation in a high school physics classroom. International Journal of Science Education, 42(1), 25-49.

Foutz, T. L. (2019). Using argumentation as a learning strategy to improve student performance in engineering Statics. European Journal of Engineering Education, 44(3), 312-329.

Kilpelä, J., Hiltunen, J., Hähkiöniemi, M., Jokiranta, K., Lehesvuori, S., Nieminen, P., & Viiri, J. (2023). Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(3), A88-A118.

Utomo, Y. S., Ashadi, A., & Sarwanto, S. (2019, June). Argumentation skills profile on 8th grade students using Toulmin’s argument pattern on controversial topic. In Journal of Physics: Conference Series (Vol. 1233, No. 1, p. 012095). IOP Publishing.

Nakrowi, Z. S., & Mulyati, Y. (2021). Evaluasi Kualitas Argumen Pada Artikel Jurnal. LITERA, 20(1), 90-109.

El Majidi, A., Janssen, D., & de Graaff, R. (2021). The effects of in-class debates on argumentation skills in second language education. System, 101, 102576.

Barrera Lemarchand, F., Semeshenko, V., Navajas, J., & Balenzuela, P. (2020). Polarizing crowds: Consensus and bipolarization in a persuasive arguments model. Chaos: An Interdisciplinary Journal of Nonlinear Science, 30(6).

Demircioglu, S., & Cin, M. O. (2019). An argumentation-based demonstration experiment in teaching the light–matter interaction. Physics Education, 54(5), 055010.

Iwuanyanwu, P. N., & Ogunniyi, M. B. (2020). Effects of dialogical argumentation instructional model on pre-service teachers’ ability to solve conceptual mathematical problems in physics. African Journal of Research in Mathematics, Science and Technology Education, 24(1), 129-141.

Strasberg, P., Modi, K., & Skotiniotis, M. (2022). How long does it take to implement a projective measurement?. European Journal of Physics, 43(3), 035404.

Gingras, Y. (2022). Towards a moralization of bibliometrics? A response to Kyle Siler. Quantitative Science Studies, 3(1), 315-318.

Wu, C. J., & Liu, C. Y. (2021). Eye-movement study of high-and low-prior-knowledge students’ scientific argumentations with multiple representations. Physical Review Physics Education Research, 17(1), 010125.

Pols, F., Dekkers, P., & de Vries, M. (2019). Introducing argumentation in inquiry—a combination of five exemplary activities. Physics education, 54(5), 055014.

Sundstrom, M., & Cardetti, F. (2021). Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know. Physical Review Physics Education Research, 17(2), 020135.

Vörös, A. I. V. (2020). Panel debate on energy production in high school physics teaching. Canadian Journal of Physics, 98(6), 579-587.

Tóth, K., & Tél, T. (2023). Quantum uncertainty: what to teach?. Physics Education, 58(2), 025019.

Van den Eynde, S., Van Kampen, P., Van Dooren, W., & De Cock, M. (2019). Translating between graphs and equations: The influence of context, direction of translation, and function type. Physical Review Physics Education Research, 15(2), 020113.

Possebom, A. T., Morveli-Espinoza, M., & Tacla, C. A. (2019). A framework for the consensus decision-making based on arguments and common knowledge formation. Acta Scientiarum. Technology, 41, e37955.

Benz, G., Buhlinger, C., & Ludwig, T. (2022). ‘Big data’in physics education: discovering the stick-slip effect through a high sample rate. Physics Education, 57(4), 045004.

Siverling, E. A., Suazo‐Flores, E., Mathis, C. A., & Moore, T. J. (2019). Students' use of STEM content in design justifications during engineering design‐based STEM integration. School Science and Mathematics, 119(8), 457-474.

Pols, C. F. J., Dekkers, P. J. J. M., & De Vries, M. J. (2022). Defining and assessing understandings of evidence with the assessment rubric for physics inquiry: Towards integration of argumentation and inquiry. Physical Review Physics Education Research, 18(1), 010111.

Bøe, M. V. (2023). Staying recognised as clever: high-achieving physics students’ identity performances. Physics Education, 58(3), 035012.

Ruiz-Dolz, R., Nofre, M., Taulé, M., Heras, S., & García-Fornes, A. (2021). Vivesdebate: A new annotated multilingual corpus of argumentation in a debate tournament. Applied Sciences, 11(15), 7160.

Conceição, L., Rodrigues, V., Meira, J., Marreiros, G., & Novais, P. (2022). Supporting Argumentation Dialogues in Group Decision Support Systems: An Approach Based on Dynamic Clustering. Applied Sciences, 12(21), 10893.

Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021, November). Enhancing scientific argumentation skill through partnership comprehensive literacy. In Journal of Physics: Conference Series (Vol. 2098, No. 1, p. 012015). IOP Publishing.

Ain, T. N., Wibowo, H. A. C., Rohman, A., & Deta, U. A. (2018, March). The scientific argumentation profile of physics teacher candidate in Surabaya. In Journal of Physics: Conference Series (Vol. 997, No. 1, p. 012025). IOP Publishing.

Woodcox, A. (2022). Logikôs Argumentation in Aristotle’s Natural Science. apeiron, 55(1), 65-95.

Pols, C. F. J., Dekkers, P. J. J. M., & De Vries, M. J. (2022). ‘Would you dare to jump?’Fostering a scientific approach to secondary physics inquiry. International Journal of Science Education, 44(9), 1481-1505.

Hähkiöniemi, M., Hiltunen, J., Jokiranta, K., Kilpelä, J., Lehesvuori, S., & Nieminen, P. (2022). Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics. Learning, Culture and Social Interaction, 33, 100608.

Hähkiöniemi, M., Nieminen, P., & Jokiranta, K. (2019). Three dimensions of dialogicity in dialogic argumentation. Studia paedagogica, 24(4), 199-219.

Ludwig, T., Priemer, B., & Lewalter, D. (2021). Assessing secondary school students’ justifications for supporting or rejecting a scientific hypothesis in the physics lab. Research in Science Education, 51(3), 819-844.

Durango-Urrego, J. H., Castro, W. F., Goizueta, M., & López, C. M. J. (2023). Assessment of students’ understanding of physical phenomena through argumentative qualities of written texts. Eurasia Journal of Mathematics, Science and Technology Education, 19(3), em2239.




DOI: http://dx.doi.org/10.26737/jipf.v10i1.6024

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Lucy Triananda, Heru Kuswanto, Jumadi Jumadi

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Publisher

Institute of Managing and Publishing of Scientific Journals
STKIP Singkawang

Jl. STKIP, Kelurahan Naram, Kecamatan Singkawang Utara, Kota Singkawang, Kalimantan Barat, Indonesia

Website: http://journal.stkipsingkawang.ac.id/index.php/JIPF
Email: [email protected]

 


JIPF Indexed by:

 

Copyright (c) JIPF (Jurnal Ilmu Pendidikan Fisika)

ISSN 2477-8451 (Online) and ISSN 2477-5959 (Print)