Pengaruh Model Inkuiri Terbimbing Berbantuan Question Prompt Scaffolding Terhadap Keterampilan Argumentasi Ilmiah Siswa SMP dalam Pembelajaran IPA

Abstract

The low level of students' skills in constructing scientific arguments remains a significant problem, given its very important function in developing scientific thinking. This study aims to examine junior high school students' scientific argumentation skills using a guided inquiry learning model assisted by question prompt scaffolding and to analyze the effect of its application on scientific argumentation skills. The research design used was a quasi-experiment with the research subjects being the experimental class and the control class, then designed using a nonequivalent control group model. The research data were obtained through pretest and posttest covering the aspects of claim, evidence, and reasoning. Before being analyzed, the data were first tested to ensure their normality and homogeneity, then followed by an independent sample t-test. The results showed that the posttest scores of the experimental class increased significantly compared to the control class, with most aspects of scientific argumentation skills falling into the excellent category. The t-test results confirmed the difference in skills between the two classes. Based on the findings, the guided inquiry model assisted by question prompt scaffolding showed a positive effect on the development of students' scientific argumentation skills, particularly in formulating claims, presenting evidence, and providing logical reasons.