Risnani Naovalia, Mohamad Amin, Hadi Suwono
We investigate the improvment student's arguments before and after Research-based learning about genetic codes and genetic mutations. Analysis of arguments using the Toulmin Argumentation Pattern (TAP). This study reports the results of analysis of the argumentation of 30 science education students experiencing an increase after the Research-based learning was conducted. The argumentation of students before learning was level 1 as much as 55.3%, and 44.7% were at level 2. After learning, level 1 was 13.5%, level 2 was 32.7%, level 3 was 43.3%, and level 4 is 10.5%. Research- based learning trains students to be able to interpret hypotheses, analyze and collect data, and conclusions. This is the component used to construct the argument. Students who have good arguments are influenced by sufficient initial knowledge about genetic codes and genetic mutations and the ability to think critically about examples of phenomena that given. © 2021 Author(s).
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Semarang Street 5, Malang, Indonesia
