The Correlation between Student Scientific Argumentation Skills and Cognitive Achievement on PBL and RICOSRE Learning Models in Biology Classes

摘要

Scientific argumentation skills are the 21~(st) century skills that should be empowered in biology learning because these skills are essential for the students to understand, reason, analyze, and solve a problem. This correlational study was conducted to examine the extent to which students' science argumentation skills were correlated with their cognitive achievement. This study made use of the participants' pretest and post-test scores on science argumentation skills and cognitive achievement. The pretest and post-test were carried out before and after implementing PBL and RICOSRE. The participants of the study consisted of 175 senior high school students from Malang and Turen, Indonesia. A simple linear regression analysis was run, and the results indicated that there was a significant correlation between the students' science argumentation skills and cognitive achievement. It was found that the students' science process skills have contributed 64% to their cognitive achievement on RICOSRE and 82.8% on PBL. Compared to RICOSRE, PBL has been reported to be more effective in developing students' scientific argumentation skills and cognitive achievement.