Pengembangan Model Debate Based on Inquiry Learning (DBOIL) untuk Meningkatkan Keterampilan Argumentasi Ilmiah Mahasiswa pada Pembelajaran Sains

Development of Debate Based on Inquiry Learning (DBOIL) Model to Improve Students' Scientific Argumentation Skills in Science Learning

Argumentasi ilmiah merupakan salah satu keterampilan yang dibutuhkan oleh mahasiswa untuk dapat berhasil dalam beragam domain akademik, karir, dan kehidupan pada abad ke-21. Model Debate Based on Inquiry Learning (DBOIL) merupakan terobosan baru sebagai upaya nyata dalam meningkatkan keterampilan tersebut. Model tersebut dikembangkan berdasarkan modifikasi dan integrasi antara sintaks model pembelajaran berbasis inkuiri dan debat. Penelitian ini bertujuan untuk mendeskripsikan kelayakan model DBOIL dalam meningkatkan keterampilan argumentasi ilmiah mahasiswa pada pembelajaran sains. Hal tersebut diukur berdasarkan validitas, kepraktisan, dan keefektifan model pembelajaran tersebut. Penelitian ini dilakukan dengan menggunakan Educational Design Research (EDR). Validitas model DBOIL diukur berdasarkan hasil penilaian ahli terhadap validitas isi, konstruk, dan perangkat pembelajaran. Kepraktisan model DBOIL diukur berdasarkan penilaian pengamat terhadap keterlaksanaan dan kendala selama implementasi model pembelajaran tersebut. Keefektifan model DBOIL diukur berdasarkan peningkatan keterampilan argumentasi ilmiah dan respons mahasiswa terhadap model pembelajaran tersebut. Kepraktisan dan keefektifan model DBOIL diukur selama uji coba terbatas yang dilakukan di 2 kelas di S1 Pendidikan IPA Unesa dan uji coba luas yang dilakukan di 3 kelas, masing-masing satu kelas di program studi S1 Pendidikan IPA Unesa, Umsida, dan Unisla. Hasil penelitian menunjukkan bahwa model DBOIL terbukti layak digunakan untuk meningkatkan keterampilan argumentasi ilmiah mahasiswa pada pembelajaran sains. Model DBOIL terbukti valid secara isi, konstruk, dan perangkat pembelajaran pendukungnya. Model DBOIL terbukti dapat terlaksana dengan sangat baik dan tidak ditemui adanya kendala yang cukup berarti selama uji coba terbatas dan uji coba luas. Model DBOIL juga terbukti efektif dalam meningkatkan keterampilan argumentasi ilmiah mahasiswa dengan kategori sedang dan memperoleh respons yang sangat positif dari mahasiswa.

Scientific argumentation is one of the skills that students need to be successful in 21st century life, such as in academics, careers, and social life. The Debate Based on Inquiry Learning (DBOIL) model is a novelty learning model which was created to improve scientific argumentation skills. The model was developed based on modifications and integration between the syntax of inquiry and debate learning models. This research aimed to examine the advisability of the DBOIL model in improving students' scientific argumentation skills through science learning. Its advisability was measured based on the validity, practicality, and effectiveness of the DBOIL model. This research was conducted using Educational Design Research (EDR). The validity of the DBOIL model was measured by the validator through an assessment of the content, constructs, and learning tools of this model. The practicality of the DBOIL model was measured based on observers' assessments of the implementation and obstacles during the implementation in learning classes. The effectiveness of the DBOIL model was measured based on its effect on improving scientific argumentation skills and students' responses to the learning model. The measuring of the practicality and effectiveness indicators were conducted in two types, called extensive and limited trials. The limited trials were conducted in two classes in the Bachelor of Science Education Program Unesa. While the extensive trials were conducted in three classes, they are each one class in the Bachelor of Science Education Program Unesa, Umsida, and Unisla. The results of this research showed that the DBOIL model was proven feasible to improve students' scientific argumentation skills in science learning. The DBOIL model was proven to be valid in terms of content, construct, and learning tools. The DBOIL model was implemented well, and no significant obstacles were encountered during implementation in the learning class. The DBOIL model was also proven to be effective in improving students' scientific argumentation skills which have a moderate category and received a very positive response from students.