Effectiveness of the Connected Learning Cycle (CLC) for Training Scientific Literacy Skills and Argumentation Skills in Prospective Chemistry Teacher Students

Abstract

Objective: This research aims to determine the use of connected learning cycle (CLC) to practice scientific literacy skills and argumentation skills.   Theoretical Framework: Connected learning cycle is a learning strategy using a connected curricular model combined with the 5E learning cycle. There is a relationship between scientific literacy skills and argumentation. Argumentation skills can be improved with literacy skills.   Method: This study used a single group pretest post-test research design. The tools and instruments used to collect data have been validated by five experts and received a very valid assessment in the content and construct aspects. The research instruments include scientific literacy and argumentation skills test questions, student activity observation sheets, and student response questionnaires. The analysis used includes learning completeness, in this case completeness in scientific literacy skills, argumentation skills, the n-gain score to see the development of learning outcomes. The Chi square test, and the Fisher test looked at the relationship between scientific literacy and argumentation skills.    Results and Discussion: Connected Learning Cycle (CLC) method is effective for training scientific literacy and argumentation skills.   Research Implications: Remembering literacy and argumentation skills is the basis for developing other thinking skills, it is hoped that the results of this research can be used as an alternative effort to train scientific literacy skills and argumentation skills.   Originality/Value: The Connected Learning Cycle (CLC) method used was a combination of connected curricular model combined with the 5E learning cycle as alternative effort to train scientific literacy skills and argumentation skills.