Implementasi PBL Berbasis Lesson Study untuk meningkatkan Keterampilan Argumentasi Mahasiswa
Implementation of Lesson Study Based PBL to improve Students' Argumentation Skills
DOI:
https://doi.org/10.31629/ph.v8i1.6853Keywords:
Argumentation skills, lesson study, problem based learningAbstract
Argumentation skills need to be trained in learning so that students have the ability to think logically, have a clear view, and be rational about the things they are learning. This study aims to examine the implementation of the problem-based learning (PBL) model based on lesson study in improving students' argumentation skills. This research method uses classroom action research (CAR) with a quantitative descriptive approach implemented in two cycles. The study was conducted at the Biology Study Program, State University of Malang involving 18 students who actively took Limnology lectures. Argumentation skills data were collected using pretest-posttest instruments, argumentation skills observation sheets (Toulmin's Argumentation Pattern), and lesson study-based PBL syntax implementation observation sheets. The results showed that there was an increase in the implementation of PBL syntax from cycle I (76.9%) to cycle II (92.3%). In addition, there was also an increase in students' argumentation skills in each cycle. In the first cycle, 60% of students reached levels 3 and 4 on the posttest, an increase from the initial condition. In the second cycle, this percentage increased further to 85%, indicating that most students managed to reach levels 3 and 4 in argumentation skills. Based on the results of the study, it can be concluded that the implementation of lesson study-based PBL can improve students' argumentation skills. These findings can be used as a basis for developing students' argumentation skills and in conducting further studies related to argumentation components to gain a holistic understanding of argumentation skills.
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