Profil Keterampilan Berargumentasi Siswa SMA Berdasarkan Toulmin’s Argument Pattern (TAP) pada Materi Pemanasan Global
Keywords:
Keterampilan Berargumentasi, Toulmin’s Argument Pattern (TAP), Pemanasan GlobalAbstract
Pendidikan di abad ke-21 membutuhkan siswa yang tidak hanya menguasai konsep-konsep sains, melainkan juga dapat mengemukakan argumentasi ilmiah sebagai bekal dalam menghadapi berbagai persoalan global. Namun, informasi terkait profil keterampilan berargumentasi siswa, khususnya pada materi pemanasan global masih terbatas sehingga perlu dilakukan pemetaan sebagai dasar pengembangan pembelajaran yang lebih efektif. Penelitian ini bertujuan untuk memperoleh gambaran profil keterampilan berargumentasi siswa SMA pada materi pemanasan global. Penelitian dilakukan dengan menggunakan pendekatan kuantitatif dengan desain non-eksperimental berupa cross-sectional survey. Partisipan penelitian terdiri atas 290 siswa kelas X (97 laki-laki dan 193 perempuan) di salah satu SMA yang ada di Jawa Timur yang telah mempelajari materi pemanasan global. Pengumpulan data dilakukan dengan menggunakan instrumen tes berupa empat butir soal uraian pada materi pemanasan global. Analisis data dilakukan dengan menggunakan statistik deskriptif dan diinterpretasikan ke dalam tiga kategori, yaitu rendah, sedang, dan mahir. Analisis data juga ditinjau berdasarkan masing-masing komponen argumentasi menurut Toulmin’s Argument Pattern (TAP). Hasil analisis menunjukkan bahwa secara keseluruhan keterampilan berargumentasi siswa termasuk dalam kategori sedang dengan rata-rata skor 56,05. Peninjauan berdasarkan komponen argumentasi menurut TAP menunjukkan bahwa komponen claim (klaim) dan data merupakan komponen yang telah berkembang dengan baik pada siswa dan termasuk dalam kategori mahir. Komponen warrant (pembenaran), backing (dukungan), qualifier (batasan), dan rebuttal (sanggahan) termasuk dalam kategori sedang. Hasil tersebut mengindikasikan masih terdapat kesulitan pada diri siswa dalam membangun argumen yang baik dan utuh sesuai komponen argumentasi TAP. Temuan ini dapat menjadi dasar pengembangan pembelajaran fisika yang mendukung keterampilan berargumentasi siswa pada materi pemanasan global.
Downloads
References
Aswadi, Rofi’uddin. Ah., Dawud, & Agus Basuki, I. (2021). Argument Pattern in Student Argumentative Essays in Higher Education Using the Toulmin Model. Psychology and Education, 58(3), 1046–1055. https://doi.org/10.17762/pae.v58i3.3099
Chen, Y., Benus, M. J., & Hernandez, J. (2019). Managing uncertainty in scientific argumentation. Science Education, 103(5), 1235–1276. https://doi.org/doi.org/10.1002/sce.21527
Danar, I., Irawan, A., Ardilla, S. L., & Almujaddid, S. A. (2025). High School Students ’ Scientific Argumentation Skills on Static Fluid. Jurnal Inovasi Pendidikan Fisika Dan Riset Ilmiah, 9(1), 9–15. https://doi.org/doi.org/10.30599/jipfri.v9i1.4452
Erduran, S., & Kaya, E. (2019). Transforming teacher education through the epistemic core of chemistry. Springer. https://doi.org/10.1007/978-3-030-15326-7
Erduran, S., Ozdem, Y., & Park, J.-Y. (2015). Research Trends on Argumentation in Science Education: A Journal Content Analysis from 1998–2014. International Journal of STEM Education, 2(1), 5. https://doi.org/10.1186/s40594-015-0020-1
Faize, F. A., Husain, W., & Nisar, F. (2017). A Critical Review of Scientific Argumentation in Science Education. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 475–483. https://doi.org/10.12973/ejmste/80353
Fakhriyah, F., Rusilowati, A., Nugroho, S. E., Saptono, S., & Ridlo, S. (2022). The Scientific Argumentative Skill Analysis Reviewed from The Science Literacy Aspect of Pre-Service Teacher. International Journal of Evaluation and Research in Education, 11(4). https://doi.org/10.11591/ijere.v11i4.22847
Fernando, T. J., Parno, P., & Diantoro, M. (2024). Exploration of Students’ Scientific Argumentation Skills on Static Fluid Topics. Jurnal Pendidikan Sains, 12(3), 104–110. https://doi.org/10.17977/jps.v12i32024p104
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to Design and Evaluate Research in Education (8th ed.). McGraw-Hill. http://www.johnlpryor.com/JP_Digital_Portfolio/EDU_7901_files/EDU 7901 Data Definitions.pdf
Hakim, A. R., Widodo, W., & Sunarti, T. (2022). Profile of Toulmin’s Scientific Arguments Students and Technological Utilities in Global Warming Topic. JPPS (Jurnal Penelitian Pendidikan Sains), 12(1), 85–99. https://doi.org/10.26740/jpps.v12n1.p85-99
Haris, A., & Hakim, A. (2024). Analysis of Scientific Literacy Skills on The Topic of Global Warming. AIP Conference Proceedings, 020128, 1–7. https://doi.org/10.1063/5.0181877
Ishaq, I. M., Khaeruddin, K., & Usman, U. (2022). Analisis Kemampuan Berargumentasi dalam Pembelajaran Fisika Peserta Didik SMA Negeri 8 Makassar. Jurnal Sains Dan Pendidikan Fisika, 17(3), 211. https://doi.org/10.35580/jspf.v17i3.29781
Iwuanyanwu, P. (2022). What Students Gain by Learning through Argumentation. In International Journal of Teaching and Learning in Higher Education (Vol. 34, Issue 1, pp. 97–107).
Jin, H., Yan, D., Mehl, C. E., Llort, K., & Cui, W. (2021). An Empirically Grounded Framework That Evaluates Argument Quality in Scientific and Social Contexts. International Journal of Science & Mathematics Education, 19(4). https://doi.org/10.1007/s10763-020-10075-9
Kumar, V., Choudhary, S. K., & Singh, R. (2024). Environmental Socio-Scientific Issues as Contexts in Developing Scientific Literacy in Science Education: A Systematic Literature Review. Social Sciences and Humanities Open, 9(May 2023), 100765. https://doi.org/10.1016/j.ssaho.2023.100765
Li, X., Wang, W., & Li, Y. (2022). Systematically reviewing the potential of scientific argumentation to promote multidimensional conceptual change in science education. International Journal of Science Education, 44(7), 1165–1185. https://doi.org/10.1080/09500693.2022.2070787
Lieber, L., & Graulich, N. (2022). Investigating Students’ Argumentation when Judging The Plausibility of Alternative Reaction Pathways in Organic Chemistry. Chemistry Education Research and Practice, 23(1), 38–54. https://doi.org/10.1039/d1rp00145k
Ludwig, T., Priemer, B., & Lewalter, D. (2021). Assessing Secondary School Students’ Justifications for Supporting or Rejecting a Scientific Hypothesis in the Physics Lab. Research in Science Education, 51(3), 819–844. https://doi.org/10.1007/s11165-019-09862-4
Muslim, M. (2015). Implementasi Model Pembelajaran Argumentasi Dialogis dalam Pembelajaran Fisika untuk Meningkatkan Kemampuan Argumentasi Ilmiah Siswa SMA. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 1(2), 13–18. https://doi.org/10.21009/1.01203
Muslim, Sihombing, R. A., Zakwandi, R., & Karimi, A. (2024). Evaluating Students’ Argumentation Skills Using An Argument-Generating Learning Model Supported Toulmin’s Argumentation Pattern in Physics Concepts. Jurnal Pendidikan IPA Indonesia, 13(4), 606–622. https://doi.org/10.15294/jpii.v13i4.13139
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. In Pisa 2022: Vol. I. OECD Publishing. https://doi.org/10.31244/9783830998488
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466. https://doi.org/10.1126/science.1183944
Pertiwi, W. A., Kusairi, S., Kusumawati, A. D., Shanthie, A. P. K., & Haeruman, L. D. (2023). Profile of scientific argumentation of elementary school teachers using Toulmin’s Argumentation Pattern (TAP) in Physics concept of potable water sources. Journal of Physics: Conference Series, 2596(1). https://doi.org/10.1088/1742-6596/2596/1/012077
Pols, C. F. J., Dekkers, P. J. J. M., & de Vries, M. J. (2022). Defining and assessing understandings of evidence with the assessment rubric for physics inquiry: Towards integration of argumentation and inquiry. Physical Review Physics Education Research, 18(1). https://doi.org/10.1103/PhysRevPhysEducRes.18.010111
Rismayanti, R., Susanti, I., Wulandari, S. A., & Mahbubah, K. (2026). Keterampilan argumentasi llmiah siswa Melalui pembelajaran problem based learning berbasis socio scientific issue dengan metode debate class pada materi pemanasan global. JPSP: Jurnal Penelitian Sains Dan Pendidikan, 6(1), 16–26. https://doi.org/10.23971/ha354m92
Riwayani, R., Perdana, R., Sari, R., Jumadi, J., & Kuswanto, H. (2019). Analisis Kemampuan Argumentasi Ilmiah Siswa pada Materi Optik: Problem-Based Learning Berbantuan Edu-Media Simulation. Jurnal Inovasi Pendidikan IPA, 5(1), 45–53. https://doi.org/10.21831/jipi.v5i1.22548
Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand. Asia-Pacific Science Education, 5(1), 1–22. https://doi.org/10.1186/s41029-019-0035-x
Sparks, R. A., Jimenez, P. C., Kirby, C. K., & Dauer, J. M. (2022). Using Critical Integrative Argumentation to Assess Socioscientific Argumentation across Decision-Making Contexts. Education Sciences, 12(10). https://doi.org/10.3390/educsci12100644
Syarqiy, D., Yuliati, L., & Taufiq, A. (2023). Exploration of Argumentation and Scientific Reasoning Ability in Phenomenon-Based Argument-Driven Inquiry Learning in Newton’s Law Material. Jurnal Penelitian Pendidikan IPA, 9(9), 7264–7272. https://doi.org/10.29303/jppipa.v9i9.4589
Tang, X., Levin, D. M., Chumbley, A. K., & Elby, A. (2022). Arguing About Argument and Evidence: Disagreements and Ambiguities in Science Education Research and Practice. Science Education, 106(2), 285–311. https://doi.org/10.1002/sce.21696
Toulmin, S. E. (2003). The Uses of Argument: Updated edition. In The Uses of Argument: Updated Edition. https://doi.org/10.1017/CBO9780511840005
Utami, P. Q., Sumari, S., & Dasna, I. W. (2022). Penerapan Model Pembelajaran Argument Driven Inquiry Terhadap Kemampuan Argumentasi Ilmiah. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 7(4), 1. https://doi.org/10.17977/jptpp.v7i4.15217
Viyanti, V. (2015). The Profile Of Argumentation Skill Using “Toulmin Argumentation Pattern” Analysis In The Archimedes Principal On The Students Of Sma Kota Bandar Lampung. Jurnal Pendidikan IPA Indonesia, 4(1), 86–89. https://doi.org/10.15294/jpii.v4i1.3506
Walker, J. P., Van Duzor, A. G., & Lower, M. A. (2019). Facilitating Argumentation in The Laboratory: The Challenges of Claim Change and Justification by Theory. Journal of Chemical Education, 96(3), 435–444. https://doi.org/10.1021/acs.jchemed.8b00745
Wikara, B., Sutarno, S., Suranto, S., & Sajidan, S. (2022). Implementation of 5E Plus Learning Model on Energy Subject Matter to Improve Students’ Argumentation Skills. Jurnal Pendidikan IPA Indonesia, 11(2), 237–245. https://doi.org/10.15294/jpii.v11i2.30567
Wisutama, R. A., Sulaeman, N. F., Dwi, P., & Putra, A. (2018). Fostering Argumentation Skills Through STEM-EDP project : An Exploration of Students ’ Argumentation Pattern. 8(1), 54–66. https://doi.org/10.21831/jk.v8i1.65673
World Economic Forum. (2023). The Future of Jobs Report 2023. https://www.weforum.org/reports/the-future-of-jobs-report-2023/
Yang, F.-J., Su, C.-Y., Xu, W.-W., & Hu, Y. (2023). Effects of Developing Prompt Scaffolding to Support Collaborative Scientific Argumentation in Simulation-Based Physics Learning. Interactive Learning Environments, 31(10), 6526–6541. https://doi.org/10.1080/10494820.2022.2041673
Yuanata, B. E., Artanti, K. P., Saregar, A., & Deta, U. A. (2022). Profil Keterampilan Ilmiah Peserta Didik pada Model Pembelajaran Berbasis Toulmin’s Argumentation Pattern (TAP) dalam Memahami Konsep Fisika. Jurnal Ilmu Pendidikan Dan Pembelajaran, 01(01), 1–6. https://doi.org/10.58706/jipp.v1n1.p1-6
Yustika, D., Dwi, P., Putra, A., & Prihatin, J. (2023). Analysis of Students’ Argumentation Skill in Science Learning using Engineering Design Process. Unnes Science Education Journal, 12(3), 116–121.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Prosiding Seminar Nasional Fisika (Sinafi)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
