Implementation of the Argument-Driven Inquiry (ADI) Model in Physics Learning of 2012-2021: Bibliometric Analysis
Abstract
Argumentation is a core practice of scientific discourse. One of the problems in learning science is the low level of argumentation skills of students. Efforts to improve argumentation skills include implementing the Argument-Driven Inquiry (ADI) learning model. This study aims to identify the contribution and find out the trend of applying ADI in physics learning in 2012-2021. The method used in this research is a bibliometric analysis based on Scopus data with the help of MS Excel and VOSviewer to visualize the metadata obtained. The results of this study obtained 100 documents. The development of ADI every year does not have a significant increase in the number of publications produced. Research visualization using VOSviewer produces 14 clusters and is closely related to argumentative learning, guided inquiry, and so on. Based on the results of this study, it can be concluded that the ADI has several contributions to science learning, mostly done in Chemistry, and it is still rare in Physics, so it can be an opportunity for further research. It is hoped that further research can discuss more deeply the ADI learning model, which is applied to physics learning to improve students' argumentation skills.
Abstract View: 106 
PDF Download: 83
Similarity Check Download: 18
References
Admoko, S., Hanifah, N., Suprapto, N., Hariyono, E., & Madlazim, M. (2021a). The implementation of argument driven inquiry (ADI) learning model to improve scientific argumentation skills of high school students. Journal of Physics: Conference Series, 1747(1), 1-9. https://doi.org/10.1088/1742-6596/1747/1/012046
Admoko, S., Jauhariyah, M. N. R., Madlazim M., & Hariyono, E. (2021b). Bibliometric profile of science education research on argumentation and the contribution of indonesia. International Joint Conference on Science and Engineering 2021 (IJCSE 2021), 502–509. https://doi.org/10.2991/aer.k.211215.085
Amielia, S. D., Suciati, S., & Maridi, M. (2018). Enhancing students’ argumentation skill using an argument driven inquiry-based module. Journal of Education and Learning (EduLearn), 12(3), 464–471. https://doi.org/10.11591/edulearn.v12i3.8042
Amiruddin, M. Z. B., Adelia, B. D., Frida, S. U., Prahani, B. K., & Jauhariyah, M. N. R. (2022). Research profile of assessment in physics learning: A bibliometric analysis (2012-2021). SNPF (Seminar Nasional Pendidikan Fisika), 1–10.
Andrian, Y., & Rusman, R. (2019). Implementasi pembelajaran abad 21 dalam kurikulum 2013. Jurnal Penelitian Ilmu Pendidikan, 12(1), 14–23. https://doi.org/10.21831/jpipfip.v12i1.20116
Atqiya, N., Yuliati, L., & Diantoro, M. (2021). Argument-driven inquiry for STEM education in physics: Changes in students’ scientific reasoning patterns. AIP Conference Proceedings, 2330, 1-10. https://doi.org/10.1063/5.0043636
Bukifan, D., & Yuliati, L. (2021). Conceptual understanding of physics within argument-driven inquiry learning for STEM education: Case study. AIP Conference Proceedings, 2330, 1-8. https://doi.org/10.1063/5.0043638
Demircioğlu, T., & Uçar, S. (2012). The effect of argument-driven inquiry on pre-service science teachers’ attitudes and argumentation skills. Procedia - Social and Behavioral Sciences, 46, 5035–5039. https://doi.org/10.1016/j.sbspro.2012.06.382
Dewi, I. S., & Jauhariyah, M. N. R. (2021). Analisis Bibliometrik implementasi pembelajaran fisika berbasis STEM pada tahun 2011-2021. Jurnal Ilmiah Pendidikan Fisika, 5(3), 368-375. https://doi.org/10.20527/jipf.v5i3.3904
Diodato, V. P., & Gellatly, P. (2013). Dictionary of bibliometrics (1st Editio). Routledge.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312. https://doi.org/10.1002/(sici)1098-237x(200005)84:3<287::aid-sce1>3.0.co;2-a
Effendy, F., Gaffar, V., Hurriyati, R., & Hendrayati, H. (2021). Analisis bibliometrik perkembangan penelitian penggunaan pembayaran seluler dengan vosviewer. Jurnal Interkom: Jurnal Publikasi Ilmiah Bidang Teknologi Informasi Dan Komunikasi, 16(1), 10–17.
Eymur, G. (2019). The influence of the explicit nature of science instruction embedded in the argument-driven Inquiry method in chemistry laboratories on high school students’ conceptions about the nature of science. Chemistry Education Research and Practice, 20(1), 17–29. https://doi.org/10.1039/c8rp00135a
Farida, L., Rosidin, U., Herlina, K., & Hasnunidah, N. (2018). Pengaruh Penerapan model pembelajaran argument- driven inquiry (ADI) terhadap keterampilan argumentasi siswa smp berdasarkan perbedaan jenis the influence of application argument driven inquiry model to junior high school studen’t argumenttion skills. Journal of Physics and Science Learning, 2(2), 25–36.
Gunawan, I., Ulfatin, N., Sultoni, Sunandar, A., Kusumaningrum, D. E., & Triwiyanto, T. (2017). Pendampingan penerapan strategi pembelajaran inovatif dalam implementasi kurikulum 2013. Abdimas Pedagogi, 1(1), 37–47. http://dx.doi.org/10.17977/um050v1i1p%25p
Hakim, L. (2020). Analisis bibliometrik penelitian inkubator bisnis pada publikasi ilmiah terindeks scopus. Procuratio: Jurnal Ilmiah Manajemen, 8(2), 176–189.
Hanifah, N., & Admoko, S. (2019). Penerapan model pembelajaran argument driven inquiry (adi) untuk melatihkan kemampuan argumentasi ilmiah peserta didik SMA. Inovasi Pendidikan Fisika, 8(2), 593–597. https://doi.org/10.26740/ipf.v8n2.p%25p
Hasnunidah, N., Susilo, H., Henie, M. I., & Sutomo, H. (2015). Argument-driven inquiry with scaffolding as the development strategies of argumentation and critical thinking skills of students in lampung, indonesia. American Journal of Educational Research, 3(9), 1195–1192. https://doi.org/10.12691/education-3-9-20
Hidaayatullaah, H. N., Suprapto, N., Hariyono, E., Prahani, B. K., & Wulandari, D. (2021). Research trends on ethnoscience based learning through bibliometric analysis: Contributed to physics learning. Journal of Physics: Conference Series, 2110(1), 1-7. https://doi.org/10.1088/1742-6596/2110/1/012026
Hidayat, W. (2017). Adversity quotient dan penalaran kreatif matematis siswa sma dalam pembelajaran argument driven inquiry pada materi turunan fungsi. KALAMATIKA Jurnal Pendidikan Matematika, 2(1), 15-25. https://doi.org/10.22236/kalamatika.vol2no1.2017pp15-28
Jauwad, H., Handayanto, S. K., & Diantoro, M. (2021). Improving students’ scientific argumentation ability through argument-driven inquiry learning with procedural e-scaffolding. Jurnal Pendidikan Sains, 9(3), 96–99. http://dx.doi.org/10.17977/jps.v9i3.15095
Kahl, G. (2015). Robust analysis of transcript ends (RATE). The Dictionary of Genomics, Transcriptomics and Proteomics, 21501(21522), 1–17. https://doi.org/10.1002/9783527678679.dg04432
Leydesdorff, L., & Rafols, I. (2012). Interactive overlays: A new method for generating global journal maps from Web-of-Science data. Journal of Informetrics, 6(2), 318–332. https://doi.org/10.1016/j.joi.2011.11.003
Marhamah, O. S., Nurlaelah, I., & Setiawati, I. (2017). Meningkatkan kemampuan berargumentasi siswa pada konsep pencemaran lingkungan di kelas X SMA negeri 1. Junal Pendidikan Dan Biologi, 9(2), 39–45. https://doi.org/10.25134/quagga.v9i02.747
Muhali, M. (2019). Pembelajaran inovatif abad Ke-21. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 25-39. https://doi.org/10.36312/e-saintika.v3i2.126
Muslim, M., & Suhandi, A. (2012). Pengembangan perangkat pembelajaran fisika sekolah untuk meningkatkan kemampuan kognitif dan keterampilan berargumentasi. Jurnal Pendidikan Fisika Indonesia, 8, 174–184. https://doi.org/10.15294/jpfi.v8i2.2157
Ping, I. L. L., & Osman, K. (2019). Laboratory-modified argument driven inquiry (LAB-MADI) module: Content validity process. Jurnal Pendidikan IPA Indonesia, 8(1), 129–140. https://doi.org/10.15294/jpii.v8i1.16867
Rahayu, S. D., Ashadi, A., & Dwiastuti, S. (2019). Penerapan model argument-driven inquiry (ADI) dalam meningkatkan hasil belajar aspek pengetahuan pada materi struktur dan fungsi tumbuhan. Seminar Nasional Pendidikan Sains, 82–85.
Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn by learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643–670. https://doi.org/10.1002/sce.21069
Sarira, P. M., Priyayi, D. F., & Astuti, S. P. (2019). Hubungan argumentasi ilmiah dan hasil belajar kognitif pada penerapan model problem based learning (PBL). Edu Sains Jurnal Pendidikan Sains & Matematika, 7(2), 1–10. https://doi.org/10.23971/eds.v7i2.1258
Suliyanah, S., Adelia, B. D., Jauhariyah, M. N. R., Misbah, Mahtari, S., Saregar, A., & Deta, U. A. (2021). A bibliometric analysis of minimum competency assessment research with VOS viewer related to the impact in physics education on 2019-2020. Journal of Physics: Conference Series, 2110(1), 1-7. https://doi.org/10.1088/1742-6596/2110/1/012022
Sunardi, S., & Doringin, F. (2020). The 4Cs learning model in teacher professional development program. Humaniora, 11(2), 151–157. https://doi.org/10.21512/humaniora.v11i2.6508
Tupan, T. (2016). Pemetaan bibliometrik dengan vosviewer terhadap perkembangan hasil penelitian bidang pertanian di indonesia. Visi Pustaka, 18(3), 217–230.
Ulya, C. (2019). Analisis bibliometrik kajian" edupreneurship" di scopus dan pengembangannya dalam bidang pendidikan bahasa Indonesia. Konferensi Nasional Bahasa Dan Sastra V, 81–87.
Walker, J. P., & Sampson, V. (2013). Argument-driven inquiry: Using the laboratory to improve undergraduates’ science writing skills through meaningful science writing, peer-review, and revision. Journal of Chemical Education, 90(10), 1269–1274. https://doi.org/10.1021/ed300656p
Zyoud, S. H., Al-Jabi, S. W., & Sweileh, W. M. (2014). Bibliometric analysis of scientific publications on waterpipe (narghile, shisha, hookah) tobacco smoking during the period 2003-2012. Tobacco Induced Diseases, 12(7), 1-6. https://doi.org/10.1186/1617-9625-12-7
Copyright (c) 2022 International Journal of Current Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 106 times
PDF downloaded = 83 times
Similarity Check downloaded = 18 times
