The Effect of Argument Driven Inquiry Model Using Virtual Laboratory to Increase the Scientific Argumentation Ability of Primary School Teacher Education Program Students

摘要

The purpose of this study was to determine the differences between scientific argumentation ability for students who learned the basic concepts of science by using the argument driven inquiry model with virtual laboratory and argument drivent inquiry model without virtual laboratory. The study was conducted using a quasi-experimental method with a randomized control group pretest-posttest design. The population were all Primary School Teacher Education Program students at state University Of Medan. There were two sample that chosen at random cluster sampling. The results showed that normalized gain average score for scientific argumentation ability in the experimental class was 0.65 which met the criteria of being, and in the control class was 0.37 which met the criteria of being. Based on the average difference test, the results showed that the argument driven inquiry model with virtual laboratory significantly increased the scientific argumentation of Primary School Teacher Education Program students compared to argument driven inquiry model without the virtual laboratory.