The Power of Argumentation: A Systematic Literature Review on Science Learning and Multiple Skills Development

Abstract

Argumentation plays a crucial role in science learning, enhancing students' critical thinking, conceptual understanding, and metacognitive skills. This study examines research trends on argumentation in science education by analyzing 41 Scopus-indexed journal articles published between 2020 and 2025. The findings indicate a significant increase in research interest, particularly since 2023, with Indonesia (36.6%) and Turkey (34.1%) being the most active contributors. Various argumentation-based approaches have been developed, including Argumentation-Driven Inquiry (ADI), Toulmin's Argumentation Pattern, Argumentation-Promoted Interactive Simulation, and Dialogical Argumentation, each demonstrating positive impacts on students' academic achievement, argumentation skills, and science literacy. Most studies employed quantitative methods, with quasi-experimental designs being the most prevalent (36.6%). Mixed-method research and design-based research (DBR) approaches were also utilized to provide deeper insights into the implementation of argumentation in science education. Participants in these studies were predominantly students (56.1%), followed by pre-service teachers (31.7%), reflecting the growing emphasis on preparing future educators in argumentation-based pedagogy. The study highlights the importance of integrating argumentation into science curricula to enhance critical thinking and problem-solving skills. It is recommended that future research expand to underrepresented regions and explore the long-term effects of argumentation-based learning. Additionally, professional development programs should be strengthened to equip educators with effective strategies for implementing argumentation in the classroom. These findings underscore the global relevance of argumentation in science education and its potential to foster scientifically literate and critically minded individuals.