Comparing Cognitive Learning Outcomes as the Impact of ADI-S and ADI Learning Models with Different Scientific Reasoning Abilities

Authors

• Rena Amelia, Chemistry Education–Universitas Negeri MalangFollow
• Endang Budiasih, Pendidikan Kimia Pascasarjana, Universitas Negeri MalangFollow
• Yahmin Yahmin, Pendidikan Kimia Pascasarjana, Universitas Negeri MalangFollow

Abstract

This aims of the study to compare the cognitive learning outcomes of students who learned with Argument Driven Inquiry-Scaffolding (ADI-S) and Driven Argument Inquiry (ADI) with different scientific reasoning abilities. This research is a quasy experimental design. The instruments were used cognitive learning outcomes test and the test of scientific reasoning abilities. Data were analyzed using two way ANCOVA (2x2 factorial). The results showed: (1) learned with ADI-S on the reaction rate material get cognitive learning outcomes higher than learned with ADI, (2) student with high scientific reasoning abilities have better cognitive learning outcomes rather student with low scientific reasoning abilities both in ADI-S’s class and ADI’s class.

First Page

45

Last Page

52

Recommended Citation

Amelia, Rena; Budiasih, Endang; and Yahmin, Yahmin (2020) "Comparing Cognitive Learning Outcomes as the Impact of ADI-S and ADI Learning Models with Different Scientific Reasoning Abilities," Jurnal Pendidikan Sains: Vol. 8: No. 2, Article 3.
DOI: https://doi.org/10.17977/jps.v8i2.14144
Available at: https://citeus.um.ac.id/jps/vol8/iss2/3