Pengaruh model pembelajaran Argument Driven Inquiry (ADI) untuk meningkatkan argumentasi siswa pada materi perubahan lingkungan

Astuti, Winda Kholifah Dwi and UNSPECIFIED and UNSPECIFIED (2025) Pengaruh model pembelajaran Argument Driven Inquiry (ADI) untuk meningkatkan argumentasi siswa pada materi perubahan lingkungan. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Argumentation is an essential skill for 21st-century learning and generates problems on various issues. The development of critical, logical, and scientific thinking processes depends on argumentation skills, so they must be routinely integrated into the educational process. The purpose of this study was to examine how the Argument Driven Inquiry (ADI) learning approach affects students' ability to argue on topics related to environmental change. This study used a quantitative methodology with a quasi-experimental non-equivalent control group design. Using a purposive sampling technique, two classes were selected as research samples. With a teacher activity level of 97% and student activity of 94%, the data showed that the implementation of ADI learning had progressed to a very good level. The experimental class obtained an N-Gain value of 0.62 (high category), but the control class obtained an N-Gain value of 0.54 (medium category). The significant impact of the ADI model was demonstrated by the Mann-Whitney hypothesis test, which produced a significance value of 0.000 <0.05. After the Mann-Whitney test, an Effect Size test was conducted with a value of 0.63, categorized as "moderate”. This means it has a positive effect on improving students' argumentative skills on environmental change. Seventy-nine percent of students who responded to ADI learning were in the "good" group. The findings of this study conclude that the ADI learning model is effective in improving students' argumentative skills on topics related to environmental change.

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