Promoting coupled-inquiry cycle through shared curricular integration models to enhance students argumentation

Abstract

Systemic changes in key aspects of curriculum are esentially important because the challenges of emerged 21st century are growing rapidly. The changes made by the Indonesian Government in the 2013 curriculum, in line with such issue, are closely associated with scientific approach, student-centered learning, developing students thinking and collaboration skills, attitudes, exploring communication, and integrated learning. There are many schools teaching science partially. Not surprisingly, such obvious premises are leading to some overlapping subject materials among physics, biology, chemistry and inefficiency amount of time in classroom activities. Apparently, teachers have lots of difficult to design and integrate the science learning. To investigate the matter, the researchers are therefore interested to promote curricular integrated type employed by teachers in classroom, familiarly called as shared curricular integration. This type can be supported by coupled-inquiry cycle because it enables students to explore their argumentation. Moreover, the students' argumentation activities can be supported through two fundamental investigations popularly called as experiment and communication through discussion. The methods of acquiring data were in regard to students' argumentation tests and observation. The result of data analysis which is conducted with one sample t-test was coupled-inquiry cycle through shared curricular integration can enhance the students' argumentation skills.