Klaudia E. N. Bambut, Sri Rahayu
Argumentation is an important scientific activity in contemporary chemistry learning. Through argumentation activities, students will have a deeper interaction with the learning materials. Argumentation is a skill that can be developed in students through the provision of surrounding phenomena in the context of SSI (socioscientific issue). As a form of communication, argumentation requires interaction in the form of patterns of discussion between students. Students are directed to engage in collaborative argumentation activities so they can adapt their arguments to those that arise from other individuals in the group, allowing students to make improvements or justifications for the argumentation and understanding of the concept. Through collaboration, students can produce better arguments compared to arguments produced by students who work individually. However, collaborative patterns also have their weaknesses, such as not all students in the group being able to master the study materials, the absence of motivation that encourages students to improve their group performance, and the predominance of tendencies in the group. These things indicate that collaborative argumentation activities do not guarantee a process of constructing the best arguments. Therefore, the teacher needs to pay attention to the pattern of argumentation that can overcome the weaknesses of the collaborative pattern but can still fulfill the rules of social constructivist learning. © 2020 Author(s).
Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri, Malang, Indonesia
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