Pengaruh Tutor Sebaya dalam Pembelajaran Problem-Based Learning Terhadap Keterampilan Argumentasi Ilmiah Siswa SMP dalam Pembelajaran IPA

Abstract

Scientific argumentation skills are an essential competency in science learning in the 21st century, as they play a crucial role in fostering students’ critical thinking, logical reasoning, and ability to express opinions based on evidence. However, in reality, students’ scientific argumentation skills have not yet developed optimally. Many students are still unable to explain their claims with relevant supporting evidence. This condition occurs because learning tends to be teacher- centered and argumentative activities are rarely implemented in the instructional process. This study aims to determine the level of students’ scientific argumentation skills and to analyze the effect of implementing peer tutoring in the Problem-based learning (PBL) model on junior high school students’ scientific argumentation skills. This research employed a quantitative approach with a nonequivalent pre- test and post-test control group design. The research sample consisted of two eighth grade classes at SMP Negeri 10 Jember. One class implemented peer tutoring within the Problem-based learning model, while the other class applied the Problem-based learning model only. Data were collected using a test consisting of three multiple-choice and essay questions aligned with the indicators of scientific argumentation, namely claim, evidence, and reasoning. The data were analyzed using normality testing, homogeneity testing, and an independent sample t-test. The test results showed a Sig. (2 tailed) value of 0.001, which was lower than 0.05, indicating that H0 was rejected and Ha was accepted. This finding demonstrates a significant difference between the two classes. Therefore, the implementation of peer tutoring in the PBL model has a significant effect on students’ scientific argumentation skills.