IMPLEMENTATION OF A REBUTTAL LEARNING STRATEGY IN A SOCIO-SCIENTIFIC ISSUES CONTEXT WITH ENVIRONMENTAL THEMES TO IMPROVE STUDENTS’ SCIENTIFIC ARGUMENTATION

Abstract

This study aims to determine the effectiveness of the Socio-Scientific Issues (SSI) learning model through the Rebuttal Learning strategy in improving students’ individual argumentation skills and to describe the improvement of group argumentation. This research employed a quantitative approach using a quasi-experimental design with a one group pretest-posttest model. The sample consisted of 25 ninth-grade students. The instrument used was a test based on Toulmin Argumentation Pattern (TAP), including claim, data, warrant, and rebuttal. The results showed a significant improvement in students’ argumentation skills. The average pretest score was 66.84 and increased to 90.16 in the posttest. The Paired Samples T-Test showed a significant difference (t = -11.93, df = 24, p < 0.001). The N-Gain score of 0.71 indicates a high category. Group argumentation results also showed improvement in argument structure components. It can be concluded that the implementation of Rebuttal Learning based on SSI is effective in improving students’ argumentation skills.