Rifaliansyah, Nanda (2025) Learning reproductive system material through Think-Read Group-Share-Reflect (TRGSR) strategy using Nearpod to improve students' scientific argumentation skills. Journal of Educational Sciences, 9 (4). pp. 2616-2630. ISSN 2581-2203
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Text (Scientific Article)
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Abstract
INDONESIA: Keterampilan argumentasi ilmiah merupakan salah satu faktor pendukung dalam mengembangkan peserta didik yang memiliki keterampilan abad 21. Penelitian ini bertujuan untuk melihat penggunaan strategi TRGSR menggunakan Nearpod dalam pembelajaran sistem reproduksi untuk meningkatkan keterampilan argumentasi ilmiah peserta didik. Metode penelitian yang digunakan adalah Quasi-eksperimental dengan Non-equivalent Control Group Design. Sampel yang digunakan dalam penelitian ini adalah dua kelas, kelas eksperimen dan kelas kontrol dengan jumlah 72 siswa dengan menggunakan metode Purposive Sampling. Terdapat tiga instrumen yang digunakan untuk mengukur peningkatan keterampilan argumentasi ilmiah, yaitu lembar observasi keterlaksanaan, angket respon peserta didik, dan tes level keterampilan argumentasi ilmiah. Hasil penelitian dari keterlaksanaan aktivitas guru dan peserta didik pada kelas eksperimen sebesar 87% (Sangat Baik). Respon peserta didik terhadap pembelajaran sistem reproduksi pada kelas eksperimen sebesar 75,42% (Baik). Peningkatan keterampilan argumentasi ilmiah pada kelas eksperimen tergolong Tinggi dengan nilai N-Gain sebesar 0,72 sedangkan kelas kontrol sebesar 0,62 (Sedang). Sementara itu, terjadi peningkatan pada setiap level keterampilan argumentasi ilmiah di kelas eksperimen dengan rata-rata akhir Post-test sebesar 81,67 (Sangat Baik). ENGLISH: Scientific argumentation skills are one of the supporting factors in developing students who have 21st century skills. This study aims to see the use of the TRGSR strategy using Nearpod in reproductive system learning to improve students' scientific argumentation skills. The research method used is Quasi-experimental with Non-equivalent Control Group Design. The sample used in this study were two classes, the experimental class and the control class with a total of 72 students using the Purposive Sampling method. There are three instruments used to measure the improvement of scientific argumentation skills, namely the implementation observation sheet, student response questionnaire, and scientific argumentation skill level test. The results of the study from the implementation of teacher and student activities in the experimental class were 87% (Very Good). The student response to reproductive system learning in the experimental class was 75.42% (Good). The improvement of scientific argumentation skills in the experimental class was classified as High with an N-Gain value of 0.72 while the control class was 0.62 (Medium). Meanwhile, there was an increase in each level of scientific argumentation skills in the experimental class with a final average Post-test of 81.67 (Excellent).
Item Type: | Article |
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Uncontrolled Keywords: | Nearpod; Reproductive System; Scientific Argumentation Skills; TRGSR Strategy |
Subjects: | Education, Research Educational Institutions, Schools and Their Activities > Teachers and Teaching Biology > Education, Research, Related Topics of Biology |
Divisions: | Fakultas Tarbiyah dan Keguruan > Program Studi Pendidikan Biologi |
Depositing User: | Nanda Rifaliansyah |
Date Deposited: | 24 Jul 2025 03:19 |
Last Modified: | 24 Jul 2025 03:19 |
URI: | https://digilib.uinsgd.ac.id/id/eprint/113260 |
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