Learning Strategies Design to Accommodate Learning Styles, Initial Knowledge and Reduce The Differences of Scientific Reasoning and Argumentation Performance

Abstract

Abstract The purpose of this research is to create learning strategies design that can be used to accommodate the differences of learning styles and initial knowledge so that it does not affect the differences of scientific reasoning accomplisment and students’ argumentation performance on hydropower and wind energy material. This research uses the ADDIE model (Analyze, Design, Develop, Implementate, and Evaluate), this article is just limited to the analysis and design stages. Needs analysis data was obtained through a questionnaire with students and high school teachers in Lampung as the respondents. The data analysis technique used a qualitative descriptive analysis. The results showed that teachers and students needed a learning strategy design that was able to improve scientific reasoning and argumentation performance and also reduce differences of learning styles and students’ initial knowledge. The learning strategy design which is developed to modify the PjBL syntax by integrating STEM which contains activities to solve problems, expand scientific literacy, design and create projects, and communicate it.