The Effect of Whatsapp-Based Blended Problem-Based Learning on Students' Scientific Argument Ability in the Concept of Viruses
Downloads
This study aims to determine the effect of Whats App-based blended problem-based learning on students' scientific argumentation skills on the concept of a virus in class X MIPA Madrasah Aliyah Negeri Tasikmalaya Indonesia. The research method used is a quasi-experimental method using a posttest only control design. The population in this study was class X MIPA as many as 202 people. Samples were taken by non-probability sampling in the form of purposive sampling. The sample used is MIPA 5 and X MIPA 6 classes at Madrasah Aliyah Negeri Tasikmalaya Indonesia as many as 61 students. With MIPA 6 class as many as 30 students as the experimental class and X MIPA 5 as many as 31 students as the control class. Data collection was done by giving 7 questions of scientific argumentation. The data analysis technique used was t independent with a significance value (0.0001). The results showed that there was an effect of WhatsApp-based blended problem-based learning on the ability to argue scientifically. Other findings show that the average scientific argumentation ability of students is based on its components, namely claim (2,224), evidence (1,825) and reasoning (0,378)
Dewi, C. A. (2013). The Effect of Blended Learning in Problem-Based Learning (PBL) on IKIP Mataram Student Learning Outcomes on Environmental Pollution Material. Prisma Science Journal. 2338-4530.
Donnelly, R. (2006). Blended problem-based learning for teacher education: Lessons learnt. Learning, Media and Technology, 31(2), 93–116. https://doi.org/10.1080/17439880600756621
Irwandi, & Lusilawat. (2021). The Effectiveness of Online Learning Through Whatsapp of Interest and Learning Outcomes of Biology. BIOEDUSAINS: Journal of Biology and Science Education, 4(2), 166–174.
Koyimah, I. S., Suryani, Y., & Nuryanti, A. (2021). The Effect of Applying Blended Learning In the Pbl Model of Creative Thinking Ability During the Covid-19 Pandemic. Equilibrium: Journal of Education and Economic Research, 18(02), 208–217.
Mustofa, R. F., & Hidayah, Y. R. (2020). The Effect of Problem-Based Learning on Lateral Thinking Skills. International Journal of Instruction, 13(1), 463-474.
Sinambela, P. N. (2017). 2013 Curriculum and Its Implementation in Learning. Campus Generation, 6 (2).
Sugiharto, B., Corebima, A. D., Susilo, H., & Ibrohim. (2019). The pre-service biology teacher readiness in Blended Collaborative Problem Based Learning (BCPBL). International Journal of Instruction, 12(4), 113–130.
Suraya, S., Setiadi, A. E., & Muldayanti, N. D. (2019). Scientific Argumentation And Skills Critical Thinking Through Debate Methods. Eduscience, 11(2), 233–241.
https://doi.org/10.15408/es.v11i2.10479
Triyanto, Samuel Agus, Susilo, H., & Rohman, F. (2016). Application of Blended-Problem Based Learning in Biology Learning. Journal of Education, 1(1), 1252–1260.
Yusran, K., Subandi, & Suhadi, I. (2013). Prisma Science Journal. Metacognitive, Process Science, And Divergent and Convergent Students' Cognitive Ability in PBL, 1(2), 36–48.
Zakirman, & Rahayu, C. (2018). The popularity of WhatsApp as a Communication Media and Sharing Student Academic Information. Shaut Al-Maktabah Library Journal, Archives and Documentation, 10(1), 27–38.
All Content should be original and unpublished.