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Problem-Based Learning Modules with Socio-Scientific Issues Topics to Closing the Gap in Argumentation Skills

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Title: Problem-Based Learning Modules with Socio-Scientific Issues Topics to Closing the Gap in Argumentation Skills
Language: English
Authors: Purwati, Rani, Suranto, Sajidan, Prasetyanti, Nanik Murti
Source: Turkish Online Journal of Educational Technology - TOJET. Oct 2019 18(4):35-45.
Availability: Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 12
Descriptors: Problem Based Learning, Science and Society, Persuasive Discourse, Instructional Effectiveness, High School Students, Grade 12, High Achievement, Low Achievement, Foreign Countries, Biology, Secondary School Science, Science Instruction
Geographic Terms: Indonesia
ISSN: 2146-7242
Abstract: Problem-Based Learning (PBL) modules based on the topic of socio-scientific issues are behaved to be effective to improve argumentation skills. This aim of the research was to look at the effectiveness of PBL modules on the topic of socio-scientific issues, in order to empower argumentation skills for students with high and low achievements. Method was used the 2x2 factorial design. Samples of this research were participants of the twelfth-grade students of senior high schools in Surakarta. Cluster of random sampling technique was used to determine the samples, and the samples were divided into two groups, namely the control group using conventional modules and the experimental group using PBL modules. Each sample group was divided into two groups base on high and low achievements. The instrument used to obtain the data on argumentation skills was an essay test. The results showed that the application of PBL-based modules is more effective in improving students' argumentation skills than conventional modules and the PBL-based module can minimize the gap in argumentation skills in students with high and low academic achievements.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1232267
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1232267
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  Data: Problem-Based Learning Modules with Socio-Scientific Issues Topics to Closing the Gap in Argumentation Skills
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  Data: <searchLink fieldCode="AR" term="%22Purwati%2C+Rani%22">Purwati, Rani</searchLink><br /><searchLink fieldCode="AR" term="%22Suranto%22">Suranto</searchLink><br /><searchLink fieldCode="AR" term="%22Sajidan%22">Sajidan</searchLink><br /><searchLink fieldCode="AR" term="%22Prasetyanti%2C+Nanik+Murti%22">Prasetyanti, Nanik Murti</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Educational+Technology+-+TOJET%22"><i>Turkish Online Journal of Educational Technology - TOJET</i></searchLink>. Oct 2019 18(4):35-45.
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  Data: Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
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  Data: Y
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2146-7242
– Name: Abstract
  Label: Abstract
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  Data: Problem-Based Learning (PBL) modules based on the topic of socio-scientific issues are behaved to be effective to improve argumentation skills. This aim of the research was to look at the effectiveness of PBL modules on the topic of socio-scientific issues, in order to empower argumentation skills for students with high and low achievements. Method was used the 2x2 factorial design. Samples of this research were participants of the twelfth-grade students of senior high schools in Surakarta. Cluster of random sampling technique was used to determine the samples, and the samples were divided into two groups, namely the control group using conventional modules and the experimental group using PBL modules. Each sample group was divided into two groups base on high and low achievements. The instrument used to obtain the data on argumentation skills was an essay test. The results showed that the application of PBL-based modules is more effective in improving students' argumentation skills than conventional modules and the PBL-based module can minimize the gap in argumentation skills in students with high and low academic achievements.
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  Data: EJ1232267
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1232267
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 35
    Subjects:
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Science and Society
        Type: general
      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: High School Students
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      – SubjectFull: Grade 12
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      – SubjectFull: High Achievement
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      – SubjectFull: Low Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Biology
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Indonesia
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      – TitleFull: Problem-Based Learning Modules with Socio-Scientific Issues Topics to Closing the Gap in Argumentation Skills
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            NameFull: Prasetyanti, Nanik Murti
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