The Effectiveness of the PhET Assistant Argument-Driven Inquiry (ADI) Learning Model on Student's Argumentation Ability on Substance Pressure Materials

Abstract

This study aims to determine the effectiveness of the PhET- assisted argument-driven inquiry (ADI) learning model on students argumentation skills as an essential aspect of the skills needed by humans in the 21st century. The type of research used is quasi-experimental (quasi-research) with a posttest research design-only control group design. The research instrument uses test questions and information analysis techniques using an independent t-test. The results of the analysis show that there is effectiveness in the application of the argument-driven inquiry (ADI) learning model assisted by PhET on the argumentation ability of students on the material pressure of substances at SMPN 1 Koto Gasib as evidenced by the average score of the experimental class which is higher than the control class students, namely 59, 13 53. 15 and based on sig.(2- tailed) which is 0. 007< 0. 05, then there is a significant difference in the average value between the experimental and control classes. Based on the results of the information analysis, it was concluded that there was a substantial difference between the students argumentation skills in the experimental class and the control class. The results of this study indicate that the application of the PhETassisted argument-driven inquiry (ADI) learning model is very effective in developing students argumentation skills. Keywords: effectiveness, argument-driven, inquiry argumentation