The Effect of Problem Based Learning with Argumentation (PBLA) Model on Argumentation Skills of High School Students on Temperature and Heat Material

Abstract

Communication is one of the skills of the 4C component which is a 21st century science learning trend and is closely related to argumentation skills. This study aims to describe the effect of Problem Based Learning with Argumentation (PBLA) model on argumentation skills of high school students on temperature and heat material. This research uses quantitative methods. This type of research is a quasi-experiment with the research design used is one group pretest-posttest design with replication class. The results showed that there was an increase in students' argumentation skills with the average N-Gain score of each class being 0.33 and 0.34 in the moderate category. The results of the paired sample t-test test in each class obtained the same significance value (P) of 0.00 (P <0.05). The results of the independent sample t-test test obtained a significance value (P) of 0.722 (P>0.05). Based on some of these criteria, it can be concluded that the results of this study indicate that there is a significant and consistent effect of the Problem Based Learning with Argumentation (PBLA) model on the argumentation skills of high school students on temperature and heat material.