CD Tesis

pembelajaran fisika model argumented driven inquiry terintegrasi sains islamuntuk meningkatkan kemampuan berargumentasi dan sikap peserta didik terhadap fisika peserta didik ma

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The development of science and technology in the 21st century demands that
students possess argumentative skills, particularly in physics learning. However,
observations at MAN 1 Pekanbaru indicate that students' argumentative abilities
are still low, as shown by minimal participation in discussions and shallow
responses. A needs analysis involving 58 students revealed that 53.4% felt that
physics learning had not yet honed their argumentative skills, 74.1% believed that
group discussions could help, and 79.3% felt that physics learning should be
oriented towards argumentative competence. In addition, students’ attitudes toward
physics tended to be negative, with 53.5% not interested in physics and only 23%
interested in pursuing further studies in related fields. This condition is also
supported by the teacher-centered learning model still in use. Therefore, the
implementation of the Argument Driven Inquiry (ADI) model integrated with
islamic science is necessary to improve students' argumentative abilities and foster
positive attitudes toward physics at MAN 1 Pekanbaru.
The objective of this research is to find ways to improve students’
argumentative skills and attitudes toward physics among Grade XI-8 Teknik
students at MAN 1 Pekanbaru through the implementation of the Argument Driven
Inquiry (ADI) learning model integrated with islamic science. Through the
application of the ADI model integrated with islamic values, it is expected that
students of Grade XI-8 Teknik will become more motivated, actively engaged in
scientific discussions, and able to understand and apply physics concepts in a
deeper and more meaningful way.
This research is a classroom action research (CAR) consisting of four stages:
(1) planning, (2) implementation, (3) observation, and (4) reflection. The subjects
of this research were the students of Grade XI-8 Teknik at MAN 1 Pekanbaru,
Pekanbaru City, Riau Province. The class consisted of 32 students: 24 male and 8
female. The dependent variables in this research are students’ attitudes toward
physics and their argumentative abilities. The independent variable is the Argument
Driven Inquiry (ADI) learning model integrated with islamic science. The learning
tools used in the research were validated before implementation. Data collection
methods included observation sheets of teacher and student activities, attitude
questionnaires toward physics, argumentative skill tests, and documentation. The
data analysis technique used was descriptive statistics in the form of percentages.
The data analysis showed that there was an improvement in students’ attitudes
toward physics and their argumentative abilities. Improvements occurred across the
pre-cycle, Cycle I, and Cycle II, with students' attitudes increasing from 50% to 74%
and then to 85%, while argumentative abilities rose from 43% to 60% and then to
80%. Student and teacher activities also improved from Cycle I to Cycle
xi
II, with teacher activity increasing from 76% to 90% and student activity from 66%
to 85%. These results indicate that the implemented learning approach is effective
in improving students’ argumentative skills, their attitudes toward physics, and both
student and teacher engagement. The effectiveness of the ADI model integrated with
islamic science is evident from the active role of students in constructing arguments,
engaging in discussions, and connecting physics concepts with islamic values. This
approach not only trains critical thinking but also fosters positive attitudes and
active involvement in the learning process. These factors explain the consistent
improvement in argumentative skills, students’ attitudes toward physics, and
classroom activity levels.
The conclusion of this research is that the implementation of the Argument
Driven Inquiry (ADI) learning model integrated with islamic science in Grade XI-
8 Teknik has succeeded in improving students’ attitudes toward physics and their
argumentative skills. Both variables showed an increase in Cycle I compared to the
pre-cycle and further increased in Cycle II. The ADI learning model has been
proven to enhance students' argumentative abilities through learning stages that
emphasize investigation and argument construction based on data. The inclusion of
islamic values within the ADI model also contributes to fostering positive attitudes
toward physics, as students are encouraged to connect physics concepts with
islamic teachings, making the learning process more spiritually and contextually
meaningful. This research has also improved the learning activities of students in
grade XI-8 Teknik at MAN 1 Pekanbaru in the 2024/2025 academic year.
Keywords: argumented driven inquiry (ADI) learning model, islamic science,
student’s attitude towards physics, argumentative skills, physics learning

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2310246905

Penerbit

Pekanbaru : UNRI – PASCA – Magister Pendidikan Fisika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2310246905

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

-

Subjek

Magister Pendidikan Fisika

Info Detail Spesifik

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Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

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