The effect of chemistry instruction strategy contextualized by local SSI-OE3C on the high school students’ argumentation skills

This research aimed to improve the scientific argumentation skills of high school students using chemistry instructional strategies based on local SSI - OE3C. The research design was a quasi-experimental pretest-posttest control group. The research sample consisted of 132 class XI students at a public high school in Indonesia. It consisted of 72 students in the experimental group taught using local SSI-OE3C based learning strategy, and 60 students in the control group taught using a guided inquiry. The instrument was an argumentation test consisted of 5 items that have been valid with a Cronbach’s Alpha reliability value of 0.701. The research data was analyzed using a one-way covariance test (ANCOVA) to determine the effectiveness of instructional strategy because the research data were normally distributed and homogeneous. The results of this study indicated that the use of instructional strategies had a significant effect on students’ scientific argumentation skills with a large effect size. Students in the experimental group using the local SSI- OE3C-based chemistry learning strategy had higher scientific argumentation skills than students in the control class using by guided inquiry. The quality of scientific argumentation is seen based on the level of argumentation by Osborne. The number of students who reached level 5 in.the experimental class was more than the students in the control class. This research implies that chemistry learning needs to integrate local SSI because more relevant to students’ lives that facilitate students informing correct scientific arguments.