eprintid: 76709
rev_number: 10
eprint_status: archive
userid: 12460
dir: disk0/00/07/67/09
datestamp: 2026-06-12 04:09:15
lastmod: 2026-06-12 04:09:15
status_changed: 2026-06-12 04:09:15
type: thesis
metadata_visibility: show
contact_email: muh.khabib@uin-suka.ac.id
creators_name: Anggun Nur Aini, NIM.: 22104050002
title: PENGARUH MODEL ARGUMENT DRIVEN INQUIRY (ADI) BERDIFERENSIASI TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH PADA MATERI PEMANASAN GLOBAL UNTUK PESERTA DIDIK SMA
ispublished: pub
subjects: 371.36
divisions: pr_pendidikan_fisika_s1
full_text_status: restricted
keywords: Model Pembelajaran ADI, Berdiferensiasi, Keterampilan Argumentasi
Ilmiah, Pemanasan Global
note: Himawan Putranta, S.Pd., M.Pd.
abstract: 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.
date: 2026-05-18
date_type: published
pages: 214
institution: UIN SUNAN KALIJAGA YOGYAKARTA
department: FAKULTAS ILMU TARBIYAH DAN KEGURUAN
thesis_type: skripsi
thesis_name: other
citation:   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.   
document_url: https://digilib.uin-suka.ac.id/id/eprint/76709/1/22104050002_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
document_url: https://digilib.uin-suka.ac.id/id/eprint/76709/2/22104050002_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf