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rdfs:label "PENGARUH MODEL ARGUMENT DRIVEN INQUIRY (ADI) BERDIFERENSIASI TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH PADA MATERI PEMANASAN GLOBAL UNTUK PESERTA DIDIK SMA (Text)"^^xsd:string .
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bibo:abstract "Scientific argumentation skills are one of the essential skills that students need\r\nto possess in 21st-century science education. Efforts to improve scientific\r\nargumentation skills involve the use of appropriate instructional models, one of\r\nwhich is the differentiated Argument Driven Inquiry (ADI) model. This study aims\r\nto: 1) determine the effect of the differentiated ADI learning model on students’\r\nscientific argumentation skills regarding global warming; and 2) determine the\r\nimprovement in students’ scientific argumentation skills after the implementation of\r\nthe differentiated ADI learning model.\r\nThis study employed a quasi-experimental design with a nonequivalent\r\ncontrol group. The sampling technique used was saturation sampling, involving the\r\nentire study population. The research sample consisted of class X-1 as the\r\nexperimental class and class X-2 as the control class. The data collection\r\ninstrument was an essay-type test comprising 10 items. The data analysis\r\ntechniques used included normality tests, homogeneity tests, paired sample t-tests,\r\nsimple linear regression analysis, and normalized gain.\r\nThe research results indicate that: 1) the differentiated ADI learning model\r\nhas an effect on students’ scientific argumentation skills, as evidenced by a Sig. (2-\r\ntailed) value of 0.000 < 0.05, thus rejecting H₀ and accepting H₁. The magnitude of\r\nthe effect is indicated by an R-Square value of 0.803 or 80.3%; and 2) an increase\r\nin students’ scientific argumentation skills in the experimental class of 20.67, or\r\n42.11% in percentage terms. The scientific argumentation category improved from\r\n“adequate” to “strong.” Based on these results, it can be concluded that the\r\ndifferentiated ADI learning model has an effect on scientific argumentation skills\r\nand is capable of improving students’ scientific argumentation skills regarding\r\nglobal warming."^^xsd:string;
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dct:title "PENGARUH MODEL ARGUMENT DRIVEN INQUIRY (ADI) BERDIFERENSIASI TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH PADA MATERI PEMANASAN GLOBAL UNTUK PESERTA DIDIK SMA"^^xsd:string;
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dc:title "HTML Summary of #76709 \n\nPENGARUH MODEL ARGUMENT DRIVEN INQUIRY (ADI) BERDIFERENSIASI TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH PADA MATERI PEMANASAN GLOBAL UNTUK PESERTA DIDIK SMA\n\n";
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