Profiling High School Students' Argumentation Skills on Work and Energy Topic

Abstract

Argumentation skills are one of the most important competencies in science learning, especially physics. However, the weakness of students' argumentation skills remains a significant issue to be addressed. This study aims to determine the profile of students' argumentation skills, particularly on the topic of work and energy. The study was conducted using a quantitative approach with a non-experimental cross-sectional survey design. Participants in this study were 94 students in grades XI-XII who had studied work and energy topic and came from two schools in Batu City, East Java. A two-item essay test instrument was used to collect data. The data obtained were then analyzed and reviewed based on differences in subtopics and schools using descriptive statistics. The overall results of the study indicate that students' argumentation skills are classified as low with an average score of 26.99. Reviewed by subtopic, students' argumentation skills are classified as low in all subtopics with an average score of 28.59 in the work subtopic and 25.39 in the law of conservation of mechanical energy subtopic. Students' argumentation skills in each school were also relatively low, with an average score of 22.26 for school A and 31.68 for school B. These results indicate students' difficulties in constructing sound arguments. Further research is expected to develop solutions in physics learning that can support the development of students' argumentation skills.