CONSISTENCY EFFECTIVENESS OF ARGUMENTATION STRATEGY IN DIRECT INSTRUCTION MODEL TO IMPROVE STUDENT PROBLEM SOLVING SKILL

This research aims to find consistencyof argumentation strategy in direct instruction model to improveproblem solving skillstudents on thermodynamic course. This study is the stage of implementation of the direct instruction modelwith argumentation strategy. The implementation is done to 66 physics education students from two classes in FKIP ULM that programmed the thermodynamics module as research subject. To see the consistency of effectiveness of the learning strategy in improving problem solving skills an independent t-test was performed on the normalized gain score analysis of the pre-test post-test scores for both classes. The result of n-gain analysis for both classes is in moderate category with n-gain score for first and second class are 0.69 and 0.60. The independent t-test of the n-gain results shows that the tcount of 1.75 and the tcritical of 1.99. Since the value of tcount is smaller than the tcritical value means there is no significant difference between theimprovements of students?problem solving skills taught by the argumentation strategy in the direct instructionfor the two classes. Based on the results of the analysis it can be concluded that the implementation of argumentation strategy in direct instruction model consistent in improving students? problem solving skills in the thermodynamics module.