Development of E-Modules Based on Toulmin Argumentation Patterns to Improve Students' Argumentation on Buffer Solution Material
Abstract
Purpose of the study: This study aims to develop and test the effectiveness of e-modules based on Toulmin argumentation patterns in improving students' argumentation skills on buffer solution material. This study also aims to confirm that e-modules based on Toulmin argumentation patterns are effective in improving students' critical thinking skills and engagement.
Methodology: This study uses the Research and Development (R&D) method with the ADDIE development model. The research sample was grade XI MIPA students who were selected purposively, consisting of an experimental class using e-modules and a control class with printed modules.
Main Findings: The validation results showed that the e-module was very feasible to use with an average score of 90% in the aspects of content, learning design, and readability. The effectiveness test showed that the average post-test score of the experimental group (85.3) was significantly higher than the control group (73.1) with p < 0.05. The components of the Toulmin pattern, such as claims, data, warrants, backing, rebuttals, and qualifiers, showed a significant increase. As many as 92% of students gave a positive response to the e-module, although there were technical constraints for a small number of students.
Novelty/Originality of this study: The novelty in the application of the Toulmin argumentation pattern as the main approach in the development of E-Modules, which aims to improve students' argumentation skills in learning buffer solutions.
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