Using argument-driven inquiry to promote students’ concept mastery in learning global warming

Abstract

Abstract The process of learning science in some schools is still in the form of direct transfer from teacher to student. The learning process will be meaningful if the students involved and explore more in building a concept. The aim of this study is to investigate the impact of Argument-Driven Inquiry on students’ concept in learning global warming. The method that is used in this research was quasi-experiment. The study used two classes with one experimental group that used Argument-Driven Inquiry and one control group that used Inquiry-based Learning. The population of this study is seventh-grade students in one of Secondary School in Bandung, Indonesia. The sample is chosen by purposive sampling technique. The participants consist of 52 students from the experimental group and the control group. Each group consists of 26 students. The result of this study shows the improvement of students’ concept mastery in the experimental group is obtained as 0.45 and for the control group is 0.28. Based on the result, Argument-Driven Inquiry gives the better impact in improving students’ concept mastery. Argument-Driven Inquiry can be considered as one of the teaching models that can be implemented in Junior Secondary School.