Hasnunidah, Neni and Susilo, Herawati and Henie Irawati, Mimien and Suwono, Hadi Improving Student’ Understanding of Basic Biology Concepts through Argument-Driven Inquiry with Scaffolding. In: International Conference on Progressive Education, 26-27 Oktober 2019, Hotel Bukit Randu. (Unpublished)

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Some teachers usually have the problem of an underdeveloped discourse of argumentation in the Argument-Driven Inquiry (ADI) learning model. The students’ diversity of academic ability needs to be seriously considered to form high-quality arguments. ADI can be integrated with Scaffolding to improve students’ conceptual understanding. The current research aimed to determine the difference of conceptual understanding between students with low and high academic abilities. The treatment was conducted through three different science learning models i.e., ADI, ADI integrated with Scaffolding (ADIS), and the conventional. This research was quasi-experimental research, which used a nonequivalent pre-test post-test control group design. The subjects were 180 students of the Mathematics and Science Education Department of the Faculty of Teacher Training and Education, Lampung University, Indonesia. The data of students’ conceptual understanding were collected through an essay test on the natural science competence, taking the form of Bloom's dimension of cognitive processes. The results showed that the highest conceptual understanding scores were exhibited by the students taught using the ADIS model. The students with high academic ability had conceptual understanding higher than those with a low academic ability. This suggests that the students with high academic ability were found it easier to capture, understand, and to remember lessons than those with the low academic ability.

Item Type: Conference or Workshop Item (Paper)
Subjects: L Education > L Education (General)
Depositing User: NENI HASNU
Date Deposited: 04 Nov 2019 08:22
Last Modified: 04 Nov 2019 08:22
URI: http://repository.lppm.unila.ac.id/id/eprint/14706

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