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Scientific Argumentation and Writing Skills: The Effects of Implementing a Socio-Scientific Issue--Based Problem-Solving Learning Model.

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Τίτλος: Scientific Argumentation and Writing Skills: The Effects of Implementing a Socio-Scientific Issue--Based Problem-Solving Learning Model.
Συγγραφείς: Alberida, Heffi, Agusni, Pratiwi, Delia, Nike, Ardianti, Riska, Darussyamsu, Rahmawati
Πηγή: European Journal of Educational Research; Apr2026, Vol. 15 Issue 2, p389-408, 20p
Θεματικοί όροι: Problem-based learning, Biology education, Argument, Experimental design, Outcome-based education, Teaching methods, Academic discourse
Γεωγραφικοί όροι: Indonesia
Περίληψη: This study aims to analyze the effect of implementing a socio-scientific issue-based problem-solving (SSIBPS) learning model on improving students' scientific argumentation skills (SAS) and scientific writing skills (SWS) in biology learning. A quasi- experimental design with a pre-test- post-test control group was employed. The data were collected from a purposively selected class at an excellent-accredited senior high school in Padang, West Sumatra, Indonesia. The instrument was a paper assisted by a valid student worksheet, and the analysis used a validated rubric. The research sample was selected purposively and comprised four classes. Two classes served as samples for SAS, each with 32 students in the experimental and control classes. The other two classes were used as SWS samples, with one class comprising 33 students and the other 34. The data analysis was conducted using an independent-samples t-test on N-gain scores and Cohen's d. This study finds that implementing the SSIBPS learning model significantly improves students' SAS (p = .009) and SWS (p = .033), p < .05, with Cohen's d values of 0.676 (SAS) and 0.533 (SWS) in the medium effect size category. The implementation of the SSIBPS learning model facilitates the development of students' SAS and SWS by engaging them in complex real-world problem-solving activities conducted in systematic stages. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Educational Research is the property of Eurasian Society of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Βάση Δεδομένων: Complementary Index
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  Data: This study aims to analyze the effect of implementing a socio-scientific issue-based problem-solving (SSIBPS) learning model on improving students&#39; scientific argumentation skills (SAS) and scientific writing skills (SWS) in biology learning. A quasi- experimental design with a pre-test- post-test control group was employed. The data were collected from a purposively selected class at an excellent-accredited senior high school in Padang, West Sumatra, Indonesia. The instrument was a paper assisted by a valid student worksheet, and the analysis used a validated rubric. The research sample was selected purposively and comprised four classes. Two classes served as samples for SAS, each with 32 students in the experimental and control classes. The other two classes were used as SWS samples, with one class comprising 33 students and the other 34. The data analysis was conducted using an independent-samples t-test on N-gain scores and Cohen&#39;s d. This study finds that implementing the SSIBPS learning model significantly improves students&#39; SAS (p = .009) and SWS (p = .033), p &lt; .05, with Cohen&#39;s d values of 0.676 (SAS) and 0.533 (SWS) in the medium effect size category. The implementation of the SSIBPS learning model facilitates the development of students&#39; SAS and SWS by engaging them in complex real-world problem-solving activities conducted in systematic stages. [ABSTRACT FROM AUTHOR]
– Name: Abstract
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  Data: &lt;i&gt;Copyright of European Journal of Educational Research is the property of Eurasian Society of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.12973/eu-jer.15.2.389
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 389
    Subjects:
      – SubjectFull: Indonesia
        Type: general
      – SubjectFull: Problem-based learning
        Type: general
      – SubjectFull: Biology education
        Type: general
      – SubjectFull: Argument
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      – SubjectFull: Experimental design
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      – SubjectFull: Outcome-based education
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      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Academic discourse
        Type: general
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      – TitleFull: Scientific Argumentation and Writing Skills: The Effects of Implementing a Socio-Scientific Issue--Based Problem-Solving Learning Model.
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            NameFull: Alberida, Heffi
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              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
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