%0 Thesis
%9 Skripsi
%A Anggun Nur Aini, NIM.: 22104050002
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2026
%F digilib:76709
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Model Pembelajaran ADI, Berdiferensiasi, Keterampilan Argumentasi  Ilmiah, Pemanasan Global
%P 214
%T PENGARUH MODEL ARGUMENT DRIVEN INQUIRY (ADI) BERDIFERENSIASI TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH PADA MATERI PEMANASAN GLOBAL UNTUK PESERTA DIDIK SMA
%U https://digilib.uin-suka.ac.id/id/eprint/76709/
%X 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.
%Z Himawan Putranta, S.Pd., M.Pd.