Email this article ARGUMENTATION PATTERNS OF TOULMIN STUDENTS DURING ONLINE LECTURES IN THE PANDEMIC
Mohammad Archi Maulyda(1*), Dudi Septiadi(2), R Radha(3), Anton Budiharjo(4), Nourma Pramestie Wulandari(5)(1) Universitas Mataram
(2) Universitas Mataram
(3) Alagappa University
(4) Polytechnic of Road Transportation Safety
(5) Universitas Mataram
(*) Corresponding Author
Abstract
Student argumentation skills are considered weak during online lectures. The Toulmin Argumentation Model is an excellent model in analyzing argumentation discourse in the Science Classroom. This study aims to describe Toulmin's argumentation patterns during online lectures during the Covid-19 Pandemic. The research method used is a qualitative descriptive method. Data collection techniques used in the form of an open questionnaire. Respondents used in this study were 50 samples. The results showed that the argumentation pattern was divided into 2 categories namely, (1) Category Four Elements and (2) Category Five Elements. The Four Elements category is divided into 2 patterns, namely the C-G-W-B Pattern and the G-C-M-W Pattern. In the CGWB Pattern, the argumentation elements used are a claim (position statement), ground (data or facts), warrant (guarantee), and backing (support), while in the GCMW Pattern the argumentation elements used are ground (data or facts), claim (position statement), Capital Qualifier, and warrant. The Five Elements category forms the G-C-W-B-Pc Pattern. In the G-C-W-B-Pc Pattern, the argumentation elements used are grounds (data or facts), claims (position statements), warrant (s), backing (support), and possible rebuttal (exceptions). In the case of the five-element category, the argumentation pattern does not use a Capital qualifier
Full Text:
PDFReferences
Abduh, N. K., Sastromiharjo, A., & Anshori, D. S. (2019). Pola Argumentasi pada Genre Teks Eksposisi Karangan Siswa SMA. RETORIKA: Jurnal Bahasa, Sastra, Dan Pengajarannya 12(1): 71.
Almeida, W. N. C., V & Malheiro, J. M. da S. (2018). Argumentation and Investigative Experimentation in Teaching Mathematics. In Alexandria: Revista de Educação em Ciência e Tecnologia 11(2): 57–83.
Boell, S. K., & Hovorka, D. S. (2019). Writing, Arguing, Contributing - A Cogent Argumentation Framework for Identifying, Specifying, and Evaluating Research Contribution. Australasian Journal of Information Systems 23(1): 1–16.
Casey, L., & Hallissy, M. (2014). Live Learning : Online Teaching, Digital Literacy and the Practice Of Inquiry. Irish Journal of Technology Enhanced Learning 1(1): 1–7.
Creswell, J. W. 2012. Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. In Educational Research (Vol. 4).
De Villiers, V. (2010). Pondering on Problems of Argumentation: Twenty Essays on Theoretical Issues. Group Analysis 43(3): 406–407.
Esterhuysen, S., & Stanz, K. J. (2014). Locus of Control and Online Learning. Journal of Industrial Psychology 30(1): 63–71.
Goldstein, M., Crowell, A., & Kuhn, D. (2009). What Constitutes Skilled Argumentation and How Does It Develop? Informal Logic 29(4): 379.
Gutama, H. K., Narto, & Sudarso, I. (2014). Upaya Peningkatan Penjualan dengan Pendekatan Metode Quality dan Focus Group Discussion pada Kafe House of Padmaning Surabaya. In Prosiding SNST Ke-5 Tahun 2014 Fakultas Teknik Universitas Wahid Hasyim Semarang 17, 2011, 17–22.
Handayani, P. (2015). Analisis Argumentasi Peserta Didik Kelas X SMA Muhammadiyah 1 Palembang dengan Menggunakan Model Argumentasi Toulmin. Jurnal Inovasi Dan Pembelajaran Fisika 2(1): 60–68.
Heitmann, P., Hecht, M., Scherer, R., & Schwanewedel, J. (2017). Learning Science Is About Facts and Language Learning is About Being Discursive -An Empirical Investigation of Students’ Disciplinary Beliefs in the Context Of Argumentation. Frontiers in Psychology 8(946): 1–16.
Hewison, D., & Kuras, M. (2005). Handbook of Argumentation Theory: A Critical Survey of Classical Backgrounds and Modern Studies. Journal of Analytical Psychology 50(3): 395–403.
Kremling, A. (2018). A New Argument Scheme for Causal Explanations by Analogy? the Case of Galileo’s Explanation of the Tides. Studies in Logic, Grammar and Rhetoric 55(1): 131–149.
Liu, Y. (2019). Using Reflections and Questioning to Engage and Challenge Online Graduate Learners in Education. Research and Practice in Technology Enhanced Learning 14(3): 1–10.
Mao, L, Liu, O., Roohr, K, B., V, Mulholland, M., Lee, H., & Pallant. (2018). Validation of Automated Scoring for a Formative Assessment that Employs Scientific Argumentation. Educational Assessment, 23(2): 121–138.
Maulyda, M. A., Annizar, A. M., Hidayati, V. R., & Mukhlis, M. (2020). Analysis of Students’ Verbal and Written Mathematical Communication Error in Solving Word Problem. Journal of Physics: Conference Series 1538(012083).
Oktasari, D., Kuswanto, H., Ismet, I., and M.S., S. (2018). The Technology Pedagogy Knowledge (TPK) Teacher Using Worksheet 3D Pageflip Professional for Promoting Argumentation Skills’ High-Schools Students in Physics Learning. Jurnal Penelitian & Pengembangan Pendidikan Fisika 4(2): 131–140.
Pei, L., & Wu, H. (2019). Does Online Learning Work Better than Offline Learning in Undergraduate Medical Education? A Systematic Review and Meta-Analysis. Medical Education Online 24(1): 1–14.
Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). E-Learning During Lockdown of Covid-19 Pandemic: A Global Perspective. International Journal of Control and Automation 13(4): 1088–1099.
Rahimi, H., Kalantari, A., Rafiee, N., & Khosravi, S. (2019). Social Trends Affecting the Future of Iran’s Health System: A Qualitative Study Using Focus Group Discussion. International Journal of Preventive Medicine 10(1): 115.
Rybka, Y. V. (2015). Using the Debate Method for Teaching Argumentation to 10-12 Year-Old Children. The Education and Science Journal 39(6): 148.
Shoenfeld, Y. (2020). Corona (Covid-19) Time Musings: Our Involvement in Covid-19 Pathogenesis, Diagnosis, Treatment and Vaccine Planning. Autoimmunity Reviews 19(6): 102538.
Vidaillet, B. (2011). Charles Willard’s A Theory of Argumentation. Informal Logic 32(5): 705–707.
Wu, & McGoogan. (2020). Characteristics of and Important Lessons from the Coronavirus Disease 2019 (Covid-19) Outbreak in China. Journal American Medical Association 24(2): 1–5
Article Metrics
Abstract view(s): 492 time(s)PDF: 338 time(s)
Refbacks
- There are currently no refbacks.
