Sarah Amelia, Ervan Johan Wicaksana, Danial Mursyd

Essay Test Integrated with Socio-Scientific Project-Based Learning for Scientific Argumentation

Introduction

Essay test integrated with socio-scientific project-based learning for scientific argumentation. Evaluate SSI-based Problem-Based Learning (PBL) on scientific argumentation skills in students. Study shows a moderate positive effect on written arguments.

Abstract

Scientific argumentation is a key competency for developing students' logical, critical, and systematic thinking. However, current teaching methods have not effectively fostered this skill. This study aims to evaluate the impact of a learning model that integrates a Problem-Based Learning (PBL) approach focused on Socio-Scientific Issues (SSI) in enhancing students’ scientific argumentation abilities. The research was conducted at SMAN 8 Muaro Jambi during the 2024/2025 academic year, involving 105 grade XI phase F students selected through purposive sampling. Class XI F1 served as the experimental group, while XI F2 was the control group. A quasi-experimental design was applied using an unequal pre-test post-test control group model. Data analysis employed a One-Way ANCOVA test. The results indicate that the SSI-based PBL model had a moderate effect on students’ written scientific argumentation skills, as shown by [F(1,67) = 5.521, p = 0.022, np² = 0.076]. Therefore, it can be concluded that the implementation of SSI-based PBL positively contributes to improving students’ scientific argumentation abilities. Highlights: Emphasizes the role of Problem-Based Learning in improving argumentation skills. Uses Socio-Scientific Issues to engage students in real-world contexts. Demonstrates a moderate positive effect on students’ written scientific arguments. Keywords: Scientific Argumentation, Problem-Based Learning, Socio-Scientific Issues, Quasi-Experimental Design, Critical Thinking

Review

The paper "Essay Test Integrated with Socio-Scientific Project-Based Learning for Scientific Argumentation" addresses a crucial educational challenge: fostering scientific argumentation as a core competency. The authors present a quasi-experimental study investigating the impact of an integrated Problem-Based Learning (PBL) model focused on Socio-Scientific Issues (SSI) on students' written scientific argumentation abilities. The study's design, employing a pre-test post-test control group model with ANCOVA analysis, provides a robust empirical framework for evaluating the proposed pedagogical approach. A key strength lies in its timely focus on SSI, which effectively grounds learning in real-world contexts, thereby enhancing student engagement and the relevance of argumentation skills. The finding of a moderate, yet statistically significant, positive effect on argumentation skills suggests the potential efficacy of this integrated learning model in addressing identified gaps in current teaching methods. While the study offers valuable insights, several methodological aspects could be further elaborated or strengthened to enhance its impact and generalizability. The use of purposive sampling for 105 grade XI students in a specific school (SMAN 8 Muaro Jambi) raises questions regarding the representativeness and broader applicability of the findings. More detail on the specific criteria for this sampling would be beneficial. Furthermore, the abstract mentions "written scientific argumentation skills" without providing insight into the nature or validity of the "Essay Test" used for assessment. Elucidating the rubric or criteria used to evaluate these arguments, along with evidence of its reliability, would significantly bolster confidence in the reported results. The reported partial eta squared (ηp²) of 0.076 indicates a moderate effect size; while positive, future research might explore factors that could amplify this effect to achieve more substantial improvements in argumentation. In conclusion, this study provides compelling evidence that integrating Socio-Scientific Issues with Problem-Based Learning positively contributes to improving students' scientific argumentation abilities. The findings are significant for educators and curriculum developers seeking effective strategies to cultivate critical thinking and logical reasoning in science education. For future research, it would be beneficial to replicate this study with larger and more diverse samples to enhance generalizability. Investigating the long-term retention and transferability of these argumentation skills across different scientific contexts would also be a valuable contribution. Additionally, a deeper exploration into the specific components of the SSI-PBL model that contribute most to skill development, potentially through qualitative methods or process-oriented analyses, could offer richer pedagogical insights.

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