The Capacity Of NGSS-Based Teaching Materials Integrated Game Discovery (BANDI) to Improve Scientific Argumentation Skills of High School Students

Abstract

Scientific argumentation skill is part of the skills needed to face the challenges of the 21st century. This study aims to analyze the capacity of NGSS-Based Teaching Materials Integrated with Game Discovery (BANDI) to support scientific argumentation skills-oriented learning. This research is a quasi-experiment with a Nonequivalent Pretest-Posttest Control Group Design. The sampling technique used cluster random sampling.  Furthermore, the data collection method used direct observation, written tests, and questionnaires.  Data analysis used descriptive statistics, N-Gain, and inferential statistics consisting of the T-Independent and Mann-Whitney tests. The results showed the level of effectiveness obtained through the implementation of the majority of learning in the highly implemented category with values between 73.44%-96.88%, then student and teacher responses in the highly practical category with each response value of 81.86%, and 88.39%.  Then the level of effectiveness is obtained through N-Gain analysis where most experimental group analysis values are in the moderately effective category of 0.3-0.7. The level of effectiveness was further obtained through hypothesis testing with significantly different learning outcomes of scientific argumentation skills between the control and experimental group with a sig. (p) value of T test <0.00, where the experimental group had a much higher average score of 52.75 compared to the control class with a score of 17.75. Based on the results, it can be concluded that BANDI has sufficient capacity to improve scientific argumentation skills in terms of practicality and effectiveness.