The effect of the argument-driven inquiry (ADI) based on science, environment, technology, and society (SETS) to students’ concept understanding and scientific argument skill in buffer solution learning: Studied from cognitive style

Abstract

The purpose of this study was to describe the effect of ADI-based SETS on students’ conceptual understanding and scientific argumentation skills learned from different cognitive styles in buffer solution learning. The design used in this study was a quasi-experimental post-test only control group with a non-equivalent design of the factorial version (2 x 2). The subject consists of two classes involving 55 high school students. Concept understanding was measured using 18 items about the selection of multiple (r = 0.818), while the skills of argumentation scientifically was measured with 5 grains problem description (r = 0.807). To test the hypothesis, a two-way ANOVA was used. The results showed that the ADI based SETS model had a positive impact on improving students’ conceptual understanding and argumentation skills. The average experimental class ADI based on SETS was greater than the ADI control class. From a cognitive style perspective, it appears that students with reflective cognitive styles were higher in concept understanding and scientific argument skills than impulsive cognitive styles in all classes.