Comparison of argumentation skill in science and non-science undergraduate students

• Published in: Journal of physics. Conference series Vol. 1157; no. 2; pp. 22023 - 22028
• Main Authors: Hayat, M S, Djuniadi, D, Prasetyo, A P B, Roshayanti, F, Wicaksono, A G C, Minarti, I B, Sumarno, S
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.02.2019
• Subjects: Curricula; Distance learning; Science; Students; Undergraduate study
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1157/2/022023

This research is aimed to evaluate and compare the argumentation skill in science and non-science students. This research is quantitative research which involved two classes including 30 science students who taught human physiology subject and 30 social and humanities students who taught curriculum development subject. Both classes using blended learning with "argueweb" for online learning and debate for offline learning. The data collected from argumentation score using argumentation observation sheet. The data collected then to analyze descriptively and statistically using t-test. The result showed that there are differences between argumentation skill in science and non-science students. There are differences in quality of argumentation in science and non-science students. Science students showed good and clear backing with so many evidences. While non-science students provide strong and arguable warrant. Thus the quality of both science and non-science students argumentation need improvement to achieve better argument and learning outcomes.