Tinjauan Pustaka Sistematis tentang Model Argument-Driven Inquiry dan Dampaknya terhadap Argumentasi Ilmiah Murid
DOI:
https://doi.org/10.24256/tunascendekia.v9i1.12832Keywords:
Argument-Driven Inquiry, argumentasi, sains, berpikir kritis, literasi, SLRAbstract
Penelitian ini bertujuan memetakan tren penelitian tentang penerapan Argument-Driven Inquiry (ADI) dalam pembelajaran sains serta dampak yang dilaporkan terhadap keterampilan argumentasi ilmiah murid. Kajian menggunakan metode Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA 2020. Penelusuran dilakukan pada basis data Scopus dengan kombinasi kata kunci “Argument-Driven Inquiry”, “ADI”, “Scientific Argumentation”, dan “Scientific Argument” pada judul, abstrak, dan kata kunci. Dari 388 rekaman yang teridentifikasi, 32 artikel memenuhi kriteria inklusi. Jumlah publikasi per tahun kecil (2–5 artikel), sehingga belum menunjukkan tren yang dapat disimpulkan secara kuat. Indonesia (8 artikel) dan Turki (7 artikel) menjadi negara dengan publikasi terbanyak. Mixed methods merupakan pendekatan yang paling banyak digunakan (13 artikel), dan jenjang SMP/SMA mendominasi subjek penelitian (17 artikel). Variabel yang paling sering dikaji adalah keterampilan argumentasi ilmiah, diikuti berpikir kritis dan pemahaman konsep. Studi yang dianalisis umumnya melaporkan dampak positif ADI terhadap kemampuan murid menyusun klaim, menggunakan bukti, dan membangun penalaran, tetapi kesimpulan ini perlu ditafsirkan hati-hati karena kajian tidak menilai kualitas studi maupun ukuran efek. Tantangan implementasi yang dilaporkan meliputi keterbatasan waktu, kesiapan murid, dan kompetensi guru dalam memfasilitasi diskusi ilmiah.
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