Implementasi Model Argument Driven Inquiry Berbasis Socio-Scientific Issues dalam Pembelajaran Fisika pada Materi Energi Terbarukan untuk Meningkatkan Kemampuan Argumentasi Peserta Didik

Implementation of The Argument Driven Inquiry Model Based on Socio-Scientific Issues in Physics Learning on Renewable Energy Material to Improve Students' Argumentation Skills

Penelitian ini bertujuan untuk (i) mendeskripsikan keterlaksanaan pembelajaran fisika dengan model Argument Driven Inquiry berbasis Socio-Scientific Issues di SMAN 7 Surabaya; (ii) mendeskripsikan peningkatan kemampuan argumentasi peserta didik setelah diterapkan pembelajaran fisika model Argument Driven Inquiry berbasis Socio-Scientific Issues; dan (iii) mendeskripsikan respon peserta didik setelah diterapkan pembelajaran fisika model Argument Driven Inquiry berbasis Socio-Scientific Issues. Penelitian ini merupakan pre-eksperimental dengan desain one group pre-test post-test. Subjek penelitian yaitu peserta didik kelas X-3, X-7, dan X-8 di SMAN 7 Surabaya tahun ajaran 2024/2025. Teknik pengumpulan data menggunakan observasi, tes kemampuan argumentasi, dan angket respons peserta didik. Instrumen yang digunakan meliputi lembar observasi keterlaksanaan, soal pretest-posttest kemampuan argumentasi, dan angket respons peserta didik. Hasil penelitian menunjukkan bahwa: (i) keterlaksanaan pembelajaran dengan model ADI berbasis SSI berada dalam kategori sangat baik, dengan rata-rata persentase > 95% untuk semua kelas; (ii) terjadi peningkatan kemampuan argumentasi dengan rata-rata N-gain 0,82 pada kategori tinggi, hasil uji-t menunjukkan perbedaan yang signifikan antara pretest dan posttest, dan ANAVA menunjukkan tidak terdapat perbedaan signifikan antar kelas; serta (iii) respons peserta didik tergolong sangat baik dengan rata-rata respons > 91% di ketiga kelas. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan model Argument Driven Inquiry berbasis Socio-Scientific Issues efektif dalam meningkatkan kemampuan argumentasi peserta didik SMA kelas X.

Kata Kunci: Argument Driven Inquiry, Socio-Scientific Issues, Kemampuan Argumentasi, Energi Terbarukan, Pembelajaran Fisika

This research aims to: (i) describe the implementation of physics learning using the Argument Driven Inquiry model based on Socio-Scientific Issues at SMAN 7 Surabaya; (ii) describe the improvement of students' argumentation skills after the implementation of the Argument Driven Inquiry model based on Socio-Scientific Issues; and (iii) describe students' responses after the implementation of the Argument Driven Inquiry model based on Socio-Scientific Issues. This research is a pre-experimental study with a one group pre-test post-test design. The research subjects were students of classes X-3, X-7, and X-8 at SMAN 7 Surabaya in the 2024/2025 academic year. Data collection techniques included observation, argumentation skills tests, and student response questionnaires. The instruments used consisted of observation sheets, pre-test and post-test questions to assess argumentation skills, and student response questionnaires. The results showed that: (i) the implementation of the ADI-based SSI learning was categorized as very good, with an average percentage >95% across all classes; (ii) there was an increase in students' argumentation skills with an average N-gain of 0.82, categorized as high, the paired t-test showed a significant difference between pre-test and post-test scores, and ANOVA showed no significant differences between classes; and (iii) student responses were in the very good category with an average response >91% in all classes. Based on these findings, it can be concluded that the implementation of the Argument Driven Inquiry model based on Socio-Scientific Issues can improve the argumentation skills of high school students.

Keywords: Argument Driven Inquiry, Socio-Scientific Issues, Argumentation Skills, Renewable Energy, Physics Learning