Argument Driven Inquiry (ADI) in Chemistry Learning: Enhancing Student's Argument Skills and Attitudes toward Chemistry

Abstract

Argument Driven Inquiry (ADI) model is designed to enhance student engagement in scientific argumentation and investigation design. In this report, ADI instructional model is used in salt hydrolysis topic of chemistry learning. The purpose of this study is to investigate argument skill and attitudes of the students toward chemistry. Data was collected to determine student argument skills and attitude toward chemistry using observation and documentation. The attitudes toward chemistry that investigated were honest, responsibility and discipline. The results showed that students with high academic grade have high achievement in argument skill and also in more positive attitudes toward chemistry. The attitudes toward chemistry in the highest category is responsibility with score of 91. This shows that the ADI learning model can improve student argument skill and attitudes toward chemistry.