Characteristics of Scaffolding Argument-Driven by Inquiry Learning Design based on Scientific Literacy to Improve Scientific Argumentation Ability
Abstract
Improving the quality of learning is a challenge in creating superior primary school teacher candidates. Educators need to strive for a variety of learning methods that are carried out so that students' scientific argumentation skills develop. This research aims to describe the characteristics of the Scaffolding Argument Driven By Inquiry learning design based on scientific literacy (SCARDIN) and measure its validity in developing superior scientific argumentation competencies for prospective primary school teachers. This study uses the Research & Development (R & D) research procedure with the ADDIE stages. This study is part of a development research project that aims to develop a SCARDIN learning design based on scientific literacy. Validation of the SCARDIN learning design based on scientific literacy using Lawshe's proof of concept. The results of the CVR score with the number of experts used in this study were 12 people. After looking at each item, the calculation of the CVR and CVI scores met Lawshe's minimum limit of 0.0667 and met the acceptable value limit with a score of 0.91. Meanwhile, the results of the validation of the completeness of the SCARDIN learning design based on scientific literacy recommended by experts can be used with slight revisions. Based on this, the Learning Design developed, namely the SCARDIN design based on Scientific Literacy, is declared valid, relevant, and feasible to be used and applied in the learning process. The recommendation suggested by researchers is that this model should be socialized and implemented widely in other relevant courses. Future research could develop a scientific literacy-based SCARDIN learning design with a different approach.
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DOI: http://dx.doi.org/10.21043/elementary.v12i2.29024
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