Development of Scientific Explanation Abilities on Simple Harmonic Motion Through Argument Driven-Inquiry Instruction Model of Grade 11 Students
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Abstract
The purpose of this research was to study the ability to generate scientific explanations on the topic of simple harmonic motion of Grade 11 students by using the Argument-Driven Inquiry instruction model (ADI). A mixed-method research design was employed with the sample group consisting of 30 Grade 11 students. The research tools were (1) lesson plans for 16 hours and (2) a subjective measure of the ability to generate scientific explanations. The data measurement scales were Cronbach’s alpha coefficient (α – Coefficient) of 0.83, with difficulty levels ranging from 0.45 to 0.58 and discrimination indices ranging from 0.61 to 0.76, (3) Post-Lesson Report, (4) Students’ reflective journals, and (5) Semi-structured interview. The statistics for data analysis were average, percentage, and normalized gain. A content analysis was employed to assess the ability to generate scientific explanations. The results of this study revealed that the students learning by the ADI instruction model had their ability to generate scientific explanations overall increased by 0.71. When examining individual components, students excelled the most in providing claims, followed by reasoning while the least emphasized component was evidence.
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