Proceedings of the International Conference on Teaching, Learning and Technology (ICTLT 2023)

Analysis of Teaching Material: To What Extent are Students’ Argumentation Learning

Authors
Linda Hania Fasha1, 2, *, Wahyu Sopandi3
1Universitas Pendidikan Indonesia, Sekolah Pasca Sarjana, Jalan Dr. Setiabudhi No. 229, Bandung, Jawa Barat, Indonesia
2Jalan Terusan Jendral Sudirman, Baros Cimahi, Indonesia
3IKIP SILIWANGI, Terusan Jendral Sudirman, Baros Cimahi, Indonesia
*Corresponding author. Email: lindahaniafasha@upi.edu
Corresponding Author
Linda Hania Fasha
Available Online 2 February 2024.
DOI
10.2991/978-2-38476-206-4_32How to use a DOI?
Keywords
critical thinking; primary school teacher; learning strategy
Abstract

Argumentation ability is a fundamental skill that underlies 21st-century skills. This article explores the importance of argumentation skills in the field of science education, emphasizing its critical role in students’ scientific concept-building and learning. Scientific argumentation involves the construction of new knowledge through criticism, ideas, and supporting evidence. The ability to engage in productive scientific argumentation is described as the capacity to analyze and accept or reject relationships between evidence and theoretical ideas. The importance of argumentation skills in science learning is underscored by their role in scientific development, societal debate, and student understanding. The research aims to identify methods for training students’ argumentation skills by analyzing teaching materials. This research involved ten elementary schools in Bandung City, The method used is descriptive qualitative using interview analysis and documentation analysis. Results highlight variations in the integration of teaching materials with argumentation skills across schools, emphasizing the need for digital teaching materials in science education. The research result principles of selecting teaching materials and identifies the challenges faced by teachers, such as shortcomings in selecting materials and the need for a deeper understanding of various teaching materials. show that argumentation learning in elementary schools is still very limited. The findings reveal that the teaching materials prepared do not explicitly contain argumentation learning and the tendency for argumentation learning to be carried out incidentally.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International Conference on Teaching, Learning and Technology (ICTLT 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
2 February 2024
ISBN
978-2-38476-206-4
ISSN
2352-5398
DOI
10.2991/978-2-38476-206-4_32How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

TY  - CONF
AU  - Linda Hania Fasha
AU  - Wahyu Sopandi
PY  - 2024
DA  - 2024/02/02
TI  - Analysis of Teaching Material: To What Extent are Students’ Argumentation Learning
BT  - Proceedings of the International Conference on Teaching, Learning and Technology (ICTLT 2023)
PB  - Atlantis Press
SP  - 285
EP  - 292
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-206-4_32
DO  - 10.2991/978-2-38476-206-4_32
ID  - Fasha2024
ER  -