High School Students’ Argumentation Skills: A Study of Sundanese High School Students’ Opinion-forming Skills about Human Cloning Issues

Bambang Ekanara(1*), Ilma Riksa Isfiani(2),


(1) Department of Biology Education, Faculty of Education and Teacher Training, IAIN Syekh Nurjati Cirebon
(2) STIKes Cirebon, Jawa Barat
(*) Corresponding Author

Abstract


Science education has progressed very rapidly both in terms of content and skills as learning experiences. This progress must be responded to by every student and their background, including Sundanese people. Cloning is one aspect of science education content that goes along its controversy, so that argumentation skills are very suitable for every student. It is hoped that they will form opinions based on their point of view on the issue. Sundanese people are known to be simple and to keep their ancestral knowledge from generation to generation. Therefore, it will be very interesting to research how they form opinions on the issue of cloning. This study aimed to investigate the argumentation skills of the eleventh-grade students of a Sundanese High School about Human cloning based on gender and cultural habits. This qualitative research probed argumentation skill quality by claim forming and evidence supplying. Forty-four students of the eleventh-grade were given a research instrument with a snowball sampling technique. Students’ worksheet of cloning was used to trawl data of written argumentation skills. Semi-structured interviews encompassed oral argumentation skills data. The family’s gender awareness data were obtained through questionnaires and interviews. Furthermore, this research utilized a data triangulation tool by using field notes. Four-scale rubrics were used to determine students’ argumentation skills with inductive analysis as a tool to examine the data. The results show that most of the research subjects (Sundanese students) can create simple argument can create mentation skills better than written argumentation skills with relatively no significant differences based on gender differences. According to this research finding, several factors influencing Sundanese students' argumentation skills, such as freedom of opinion-forming in family life, students' role in the family, articulating ideas, and cultural influences, are suggestions.

Keywords


Argumentation skills, Human cloning issues, Socio-scientific issues, Sundanese Student

Full Text:

PDF

References


Acar, O., Turkmen, L., & Roychoudhury, A. (2010). Student difficulties in socio-scientific argumentation and decision‐making research findings: Crossing the borders of two research lines. International Journal of Science Education, 32(9), 1191–1206.

Anderson, C. (2012). On the nature of thought processes and their relationship to the accumulation of knowledge, Part XVI—The process of making a diagnosis. Dermatology Practical & Conceptual, 2(4).

Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676–713.

Chin, C., & Osborne, J. (2010). Students’ questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science. Journal of Research in Science Teaching, 47(7), 883–908.

Darabi, A., Mackal, M. C., & Nelson, D. W. (2003). A Taste of Their Own Medicine: Use of an Electronic Performance Support System (EPSS) by Performance Technologists. 2003 Annual Proceedings-Anaheim (Vol. 86, pp. 86-95.)

Dawson, V. M. (2007). An exploration of high school (12–17 year old) students’ understandings of, and attitudes towards biotechnology processes. Research in Science Education, 37(1), 59–73.

Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students' argumentation skills about socio-scientific issues in high school genetics. Research in Science Education, 40(2), 133–148.

Dawson, & Venville, G. J. (2009). High-school students’ informal reasoning and argumentation about biotechnology: An indicator of scientific literacy? International Journal of Science Education, 31(11), 1421–1445.

Denzin, N., & Lincoln, Y. (2011). The SAGE Handbook of Qualitative Research (Sage Handbooks) Fourth Edition (N. Denzin & Y. Lincoln (Eds.); 4th ed.). SAGE Publications, Inc.

Ekanara, B., Adisendjaja, Y. H., & Hamdiyati, Y. (2018). Hubungan kemampuan penalaran dengan keterampilan argumentasi siswa pada konsep sistem pencernaan melalui PBL (Problem Based Learning). Biodidaktika, Jurnal Biologi Dan Pembelajarannya, 13(2), 45-54.

Ekanara, B., Rustaman, N. Y., & Hernawati. (2016). Studi tentang keterampilan pembentukan klaim mengenai isu sosio-saintifik siswa sekolah menengah atas. Biodidaktika, Jurnal Biologi Dan Pembelajarannya, 11(2), 21–45.

Ennis, R. (2011). Critical thinking: Reflection and perspective Part II. Inquiry: Critical thinking across the Disciplines, 26(2), 5-19.

Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s Argument Pattern for studying science discourse. Science Education, 88(6), 915–933.

Foong, C. C., & Daniel, E. G. S. (2010). Assessing student’s arguments made in socio-scientific contexts: The considerations of structural complexity and the depth of content knowledge. Procedia - Social and Behavioral Sciences, 9, 1120–1127.

Fraenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Research in Education. In N. E. Fraenkel, Jack R., Wallen (Ed.), McGraw-Hill Higher Education (8th ed., Issue 0). McGraw-Hill Education.

Knippels, M. P. J., Severiens, S. E., & Klop, T. (2009). Education through Fiction: Acquiring opinion‐forming skills in the context of genomics. International Journal of Science Education, 31(15), 2057–2083.

Kuhn, D., & Udell, W. (2003). The Development of Argument Skills. Child Development, 74(5), 1245–1260.

Lubben, F., Sadeck, M., Scholtz, Z., & Braund, M. (2010). Gauging students’ untutored ability in argumentation about experimental data: A South African case study. International Journal of Science Education, 32(16), 2143–2166.

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis An Expanded Sourcebook (2nd ed.). Sage Publication Inc.

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41(10), 994–1020.

Perkins, D. N. (1985). Postprimary education has little impact on informal reasoning. Journal of Educational Psychology, 77(5), 562–571.

Sadler, T. D. (2004). Informal reasoning regarding socio-scientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536.

Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge transfer for socio-scientific argumentation. Science Education, 90(6), 986–1004.

Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socio-scientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71–93.

Siska, S., Triani, W., Yunita, Y., Maryuningsih, Y., & Ubaidillah, M. (2020). Penerapan pembelajaran berbasis socio scientific issues untuk meningkatkan kemampuan argumentasi ilmiah. Edu Sains: Jurnal Pendidikan Sains dan Matematika, 8(1), 22-32.

Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62.




DOI: 10.24235/sc.educatia.v9i2.7327

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Scientiae Educatia: Jurnal Pendidikan Sains indexed by:

    

Creative Commons License
This work is licensed under a 
Creative Commons Attribution 4.0 International License.

Stat Counter (Link)