Journal

Scientia Paedagogica Experimentalis 2025, Vol. 62-2

ISSN

0582-2351

e-ISSN

2953-1446

Title

ENHANCING NON-MAJOR PHYSICS STUDENTS’ UNDERSTANDING OF NEWTON’S LAWS THROUGH ARGUMENTATION-BASED LEARNING

Author

Wulan Anna Pertiwi, Sutopo, Sentot Kusairi and Edi Supriana

Pages

191-222

Keywords

Conceptual Understanding, Newton’s Laws, Non-Major Physics Students’Scientific Argumentation-Based Learning.

Abstract

Research on scientific argumentation generally focuses on the ability to argue as a goal. However, argumentation has received less attention as a learning instrument to improve conceptual mastery. This study examines the effectiveness of argumentation-based learning in enhancing non-physics major students' conceptual understanding of Newton's Law. Additionally, it investigates whether the students' study programs affect learning effectiveness. Argumentation-based learning in this study is characterized by the dominance of discussionargumentative sessions. A total of 106 students from the Chemistry Education and Biology Education programs participated. Since these students were not accustomed to arguing, instructors played a crucial role in facilitating the argumentation process. Instructor participation differentiates learning in the experimental and control classes. In the experimental class, the instructor actively directs discussions, whereas in the control class, discussions occur naturally without intervention, with only answer keys provided. Students' conceptual mastery improvement is measured by the n-gain of the Force Concept Inventory (FCI) test results. The study found that the experimental group showed a greater increase in conceptual understanding than the control group, highlighting the instructor's critical role in argumentation-based learning. Moreover, Chemistry Education students achieved higher n-gain than Biology Education students, indicating that the study program also influenced learning outcomes.

DOI

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