Debate Based on Inquiry Learning (DBOIL): An Innovative Learning Model to Improve Students’ Skills in Scientific Argumentation
Debate Based on Inquiry Learning (DBOIL): An Innovative Learning Model to Improve Students’ Skills in Scientific Argumentation

Summary/Abstract: In the 21st century, education placessignificant emphasis on developing scientificargumentation as a crucial skill. Teaching these skillsrequires an instructional design that allows students toconstruct and critique arguments actively, supportclaims with evidence and reasoning, and then rejectopposing claims and evidence. Debate based on inquirylearning (DBOIL) is an innovative learning model thatwas developed and is believed to be able to facilitatethese things. This research seeks to assess the influenceof implementing DBOIL on enhancing students' skillsin scientific argumentation. This research employed aone-group pretest-posttest design, with normalizedchange analysis and paired t-test. Research findingsindicate that the implementation of DBOIL hasdemonstrably improved scientific argumentation skills,with a notable 76.67% of students exhibitingimprovement in the high category. Other findings showthat each phase of DBOIL significantly contributes toincreasing the achievement of indicators of scientificargumentation. To maintain the reliability of DBOILin enhancing students' skills in scientificargumentation, conducting future research on abroader scale is imperative.In the 21st century, education places significant emphasis on developing scientific argumentation as a crucial skill. Teaching these skills requires an instructional design that allows students to construct and critique arguments actively, support claims with evidence and reasoning, and then reject opposing claims and evidence. Debate based on inquiry learning (DBOIL) is an innovative learning model that was developed and is believed to be able to facilitate these things. This research seeks to assess the influence of implementing DBOIL on enhancing students' skills in scientific argumentation. This research employed a one-group pretest-posttest design, with normalized change analysis and paired t-test. Research findings indicate that the implementation of DBOIL has demonstrably improved scientific argumentation skills, with a notable 76.67% of students exhibiting improvement in the high category. Other findings show that each phase of DBOIL significantly contributes to increasing the achievement of indicators of scientific argumentation. To maintain the reliability of DBOIL in enhancing students' skills in scientific argumentation, conducting future research on a broader scale is imperative.

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