PENGARUH MODEL PEMBELAJARANINVESTIGATION BASEDSCIENTIFICCOLLABORATIVEBERBASIS CITIZENSCIENCETERHADAP KETERAMPILAN ARGUMENTASI SISWA KELAS X PADA MATA PELAJARAN BIOLOGI

AULIA, AGUSTINA (2026) PENGARUH MODEL PEMBELAJARANINVESTIGATION BASEDSCIENTIFICCOLLABORATIVEBERBASIS CITIZENSCIENCETERHADAP KETERAMPILAN ARGUMENTASI SISWA KELAS X PADA MATA PELAJARAN BIOLOGI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Keterampilan argumentasi merupakan bagian dari penalaran kritis dan komunikasi yang penting pada pembelajaran abad 21, namun data hasil pra-penelitian menunjukkan bahwa keterampilan argumentasi peserta didik pada pembelajaran biologi dikalangan SMA masih rendah. Hal ini dikarenakan penerapan model pembelajaran di sekolah masih kurang bervariasi untuk meningkatkan keterampilan argumentasi peserta didik. Penelitian ini bertujuan untuk menganalisis pengaruh dan kontribusi model Pembelajaran Investigation Based Scientific Collaborative berbasis citizen science terhadap keterampilan argumentasi siswa kelas X pada mata pelajaran biologi. Metode penelitian yang digunakan yaitu pre-eksperimental dengan desain one group pretest-posttest. Teknik pengambilan sampel menggunakan cluster random sampling, diperoleh kelas X.1 sebagai kelas penelitian I, kelas X.4 sebagai kelas penelitian II, dan kelas X.5 sebagai kelas penelitian III. Instrumen penelitian berupa tes esai keterampilan argumentasi, lembar observasi keterampilan argumentasi dan foto dokumentasi. Data dianalisis dengan menggunakan uji one sample t test dan uji kontribusi dengan koefisien determinasi (R2). Hasil penelitian menunjukkan bahwa model Investigation Based Scientific Collaborative berbasis citizen science berpengaruh terhadap keterampilan argumentasi, dibuktikan dengan nilai signifikansi uji one sample t test sebesar 0,00 < (α) 0,05, maka H0 ditolak dan H1diterima. Artinya, terdapat pengaruh model pembelajaran Investigation Based Scientific Collaborative berbasis citizen science terhadap keterampilan argumentasi dan kontribusi positif model pembelajaran yang ditunjukkan oleh R Square sebesar 0,668 atau sebesar 67%. ABSTRACT Argumentation skills are an important part of critical thinking and communication in 21st-century learning; however, preliminary research data indicate that high school students’ argumentation skills in biology are still low. This is because the learning models implemented in schools still lack variety when it comes to improving students’ argumentation skills. This study aims to analyze the influence and contribution of the Investigation-Based Scientific Collaborative learning model—which incorporates citizen science— on the argumentation skills of 10th-grade students in biology. The research method used was a pre-experimental design with a one-group pretest-posttest design. Cluster random sampling was used to select Class X.1 as Research Group I, Class X.4 as Research Group II, and Class X.5 as Research Group III. The research instruments consisted of an argumentation skills essay test, an argumentation skills observation sheet, and documentary photographs. Data were analyzed using a one-sample t-test and a contribution test with the coefficient of determination (R²). The results of the study indicate that the Investigation-Based Scientific Collaborative model, which is grounded in citizen science, has an effect on argumentation skills, as evidenced by the significance value of the one-sample t-test of 0.00 < (α) 0.05; therefore, H₀ is rejected and H₁ is accepted. This means that the Investigation-Based Scientific Collaborative learning model grounded in citizen science has an effect on argumentation skills, and the model makes a positive contribution, as indicated by an R-squared value of 0.668, or 67%

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