Ahmad Fauzi Hendratmoko, Madlazim, Wahono Widodo, Sapti Puspitarini, Dyah Astriani
Scientific argumentation is one of the skills needed and needs to be improved in pre-service science teachers. A cutting-edge teaching approach called Debate Based on Inquiry Learning (DBOIL) was created to help pre-service science teachers understand how to make scientific arguments. Using the DBOIL model in conjunction with virtual laboratories has the potential to revolutionize the development of scientific argumentation skills. This research aims to characterize how virtual labs that employ the DBOIL model enhance pre-service science teachers' skills for scientific argumentation. This was carried out on 28 pre-service science teachers at a public university in Indonesia using a one-group pretest-posttest design. The normalized change (c) equation was used to examine the progress in scientific argumentation skills, and the paired t-test was used for statistical testing. The research findings demonstrated that pre-service science teachers' scientific argumentation skills were enhanced by the use of virtual labs in DBOIL model-based learning. With a significant difference between the pretest and posttest findings and an average normalized change (c) score of 0.58, the increase fell into the medium group. The attainment of claims, evidence, and reasoning indicators is increased by inquiry activities made possible by virtual laboratories. Conversely, debating the inquiry's findings can improve the attainment of counterclaim and rebuttal indicators. Based on the DBOIL model, virtual labs provide a different approach to enhancing pre-service science teachers' scientific argumentation skills. © 2025 Author(s).
Department of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Surabaya, Indonesia; Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Surabaya, Indonesia
