http://digilib.uin-suka.ac.id/id/eprint/76709 2026-06-12T04:09:15Z info:eu-repo/semantics/descriptiveMetadata https://digilib.uin-suka.ac.id/id/eprint/76709/ PENGARUH MODEL ARGUMENT DRIVEN INQUIRY (ADI) BERDIFERENSIASI TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH PADA MATERI PEMANASAN GLOBAL UNTUK PESERTA DIDIK SMA Anggun Nur Aini, NIM.: 22104050002 371.36 Metode Pengajaran, Metode Pembelajaran Scientific argumentation skills are one of the essential skills that students need to possess in 21st-century science education. Efforts to improve scientific argumentation skills involve the use of appropriate instructional models, one of which is the differentiated Argument Driven Inquiry (ADI) model. This study aims to: 1) determine the effect of the differentiated ADI learning model on students’ scientific argumentation skills regarding global warming; and 2) determine the improvement in students’ scientific argumentation skills after the implementation of the differentiated ADI learning model. This study employed a quasi-experimental design with a nonequivalent control group. The sampling technique used was saturation sampling, involving the entire study population. The research sample consisted of class X-1 as the experimental class and class X-2 as the control class. The data collection instrument was an essay-type test comprising 10 items. The data analysis techniques used included normality tests, homogeneity tests, paired sample t-tests, simple linear regression analysis, and normalized gain. The research results indicate that: 1) the differentiated ADI learning model has an effect on students’ scientific argumentation skills, as evidenced by a Sig. (2- tailed) value of 0.000 < 0.05, thus rejecting H₀ and accepting H₁. The magnitude of the effect is indicated by an R-Square value of 0.803 or 80.3%; and 2) an increase in students’ scientific argumentation skills in the experimental class of 20.67, or 42.11% in percentage terms. The scientific argumentation category improved from “adequate” to “strong.” Based on these results, it can be concluded that the differentiated ADI learning model has an effect on scientific argumentation skills and is capable of improving students’ scientific argumentation skills regarding global warming. 2026-05-18 Thesis NonPeerReviewed text id https://digilib.uin-suka.ac.id/id/eprint/76709/1/22104050002_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf text id https://digilib.uin-suka.ac.id/id/eprint/76709/2/22104050002_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Anggun Nur Aini, NIM.: 22104050002 (2026) PENGARUH MODEL ARGUMENT DRIVEN INQUIRY (ADI) BERDIFERENSIASI TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH PADA MATERI PEMANASAN GLOBAL UNTUK PESERTA DIDIK SMA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA. info:eu-repo/semantics/objectFile info:eu-repo/semantics/objectFile info:eu-repo/semantics/humanStartPage