Students Perception of Citizen Science's Contribution in Improving Scientific Argumentation Skills on Environmental Change and Sustainability Materials
DOI:
10.29303/jpm.v20i2.8277Published:
2025-03-11Downloads
Abstract
Citizen Science is considered a way to improve the relationship between research, education, and action by involving non-professionals in scientific research. Through Citizen Science, students will be trained to think critically and construct scientific arguments based on data and evidence they collect on their own. However, the scientific argumentation ability of students in several high schools in Region III of Cirebon is still relatively low. Based on the results of surveys and interviews with Biology teachers in the region, learning is still dominated by the Teacher-Centered approach, where the learning process is more teacher-centered. This research is a descriptive qualitative research conducted to determine students' perceptions of Citizen Science's contribution to scientific argumentation skills on environmental change and sustainability, using a descriptive method. The population in this study is MA and SMA in the Cirebon City/Regency area, while the schools sampled in this study are SMA Negeri 1 Source, SMA Negeri 8 Cirebon City, and MA Salafiyah Cirebon City. The data collection techniques used in this study are structured interview techniques and questionnaires, and based on questionnaires and interviews there are a variety of answers obtained, but in general many students are new to Citizen Science, and students' interest in agreeing to the Citizen Science hypothesis can improve scientific argumentation skills and critical thinking skills, in addition to the level of relevance between Citizen Science and environmental change and sustainability materials have great potential to be implemented.
Keywords:
Argumentation Skills; Citizen Science; Students PerceptionReferences
J. P. Cohn, “Citizen Science: Can Volunteers do real research?,” BioScience, vol. 58, no. 3, pp. 192–197, 2008.
https://doi.org/10.1641/B580303
B. Esmaeilian, M. Rust, P. K. Gopalakrishnan, S. Behdad, and V. Pontevedra, “Use of Citizen Science to Improve Student Experience in Engineering Design,” Procedia Manuf., vol. 26, pp. 1361–1368, 2018.
https://doi.org/10.1016/j.promfg.2018.07.124
J. L. Shirk et al., “Public Participation in Scientific Research: A Framework for Deliberate Design,” Ecol. Soc., vol. 17, no. 2, 2012.
https://doi.org/10.5751/ES-04705-170229
D. F. Damayanti, R. Solihat, and T. Hidayat, “Efforts to improve students' research skills through citizen science projects in high school biology learning,” BIOEDUKASI: J. Biol. Educ., vol. 12, no. 2, pp. 133–140, 2021.
https://doi.org/10.24127/bioedukasi.v12i2.4438
M. A. Umar, “Application of Scientific Approach with Project-Based Learning Methods in Ecological Materials,” Bionatural: Sci. J. Biol. Educ., vol. 4, no. 2, 2018.
N. Nuraini, “Profile of Critical Thinking Skills of Biology Teacher Prospective Students as an Effort to Prepare the 21st Century Generation,” Biol. Dir.: Biol. Educ. Res. J., vol. 1, no. 2, pp. 89–96, 2017.
A. Anil, “Education in the 21st Century: The Dynamics of Change,” Res. J. Soc. Sci., vol. 10, no. 3, pp. 128–233, 2019.
R. Riwayani, R. Perdana, R. Sari, J. Jumadi, and H. Kuswanto, “Analysis of students' scientific argumentation skills on optical materials: Problem-based learning assisted by edu-media simulation,” J. Sci. Educ. Innov., vol. 5, no. 1, pp. 45–53, 2019.
https://doi.org/10.21831/jipi.v5i1.22548
M. T. W. Widhi et al., “Analysis of students' scientific argumentation skills in a learning model based on Toulmin’s Argumentation Pattern (TAP) in understanding physics concepts with the library research method,” PENDIPA J. Sci. Educ., vol. 5, no. 1, pp. 79–91, 2021.
https://doi.org/10.33369/pendipa.5.1.79-91
H. Bahri, M. Palennari, and A. Ali, “Profile of high school students' argumentation ability in biology learning,” Biol. Teach. Learn., vol. 4, no. 1, pp. 85–91, 2021.
K. L. Cho and D. H. Jonassen, “The effects of argumentation scaffolds on argumentation and problem solving,” Educ. Technol. Res. Dev., vol. 50, no. 3, pp. 5–22, 2002.
https://doi.org/10.1007/BF02505022
L. Berlian, A. N. Taufik, and A. Iman, “Development of e-learning-oriented written argumentation test instruments to train students' argumentation skills,” J. Bio Educ., vol. 6, no. 2, pp. 1–12, 2021.
F. D. Putri, “Development of an instrument to test the ability to argue on impulse and momentum matter,” Educ. Treasures, vol. 14, no. 1, 2020.
S. Erduran, S. Simon, and J. Osborne, “TAPping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse,” Sci. Educ., vol. 88, no. 6, pp. 915–933, 2004.
https://doi.org/10.1002/sce.20012
A. Irvan and S. Admoko, “Analysis of students' scientific argumentation skills based on the Toulmin’s argument pattern (TAP) using the argument driven inquiry and discussion model in high school physics learning,” Phys. Educ. Innov., vol. 9, no. 3, pp. 318–324, 2020.
https://doi.org/10.26740/ipf.v9n3.p318-324
D. Silverman, Doing Qualitative Research, 4th ed., Singapore: Sage Publications, 2013.
Sugiyono, Quantitative, Qualitative, and R&D Research Methods, Bandung: Alfabeta, CV, 2019.
Y. Yilmaz, J. Cakiroglu, H. Ertepinar, and S. Erduran, “The pedagogy of argumentation in science education: Science teachers’ instructional practices,” Int. J. Sci. Educ., vol. 39, no. 11, pp. 1443–1464, 2017.
https://doi.org/10.1080/09500693.2017.1336807
V. Sampson and M. R. Blanchard, “Science teachers and scientific argumentation: Trends in views and practice,” J. Res. Sci. Teach., vol. 49, no. 9, pp. 1122–1148, 2012.
https://doi.org/10.1002/tea.21037
V. M. Dawson and G. Venville, “Teaching strategies for developing students’ argumentation skills about socioscientific issues in high school genetics,” Res. Sci. Educ., vol. 40, pp. 133–148, 2010.
https://doi.org/10.1007/s11165-008-9104-y
S. Sahira, A. Muis, and A. Adnan, “Analysis of the Needs of Citizen Science Project (CSP)-Based Book Development in High School Biology Learning,” in Proc. Nat. Semin. Biol.: Sci. Innov. Learn., vol. 11, no. 1, 2023.
W. Asriani and A. Rahmadana, “Analysis of prospective primary school teachers' innovative ideas on how to teach science so that students enjoy it more,” SEARCH: Sci. Educ. Res. J., vol. 3, no. 1, pp. 36–45, 2024.
N. Winarti, L. H. Maula, A. R. Amalia, and N. L. A. Pratiwi, “Application of Project-Based Learning Model to Improve Critical Thinking Skills of Grade III Elementary School Students,” Pendas Horiz. J., vol. 8, no. 3, pp. 552–563, 2022.
https://doi.org/10.31949/jcp.v8i3.2419
F. Aryanti, T. Hidayat, and Y. Sanjaya, “Student perception of the use of citizen science project-based mammalian digital encyclopedia,” Biosphere: J. Biol. Biol. Educ., vol. 9, no. 2, pp. 206–214, 2024.
https://doi.org/10.23969/biosfer.v9i2.20657
D. P. Joshua, “Citizen Science Review: Beauty Seen Psychosocially?,” J. Psychol., vol. 16, no. 2, pp. 292–314, 2023.
https://doi.org/10.35760/psi.2023.v16i2.7908
S. Toulmin, The Uses of Argumentation, Cambridge: Cambridge University Press, 2003.
Y. Suharyat, I. Ichsan, E. Satria, T. A. Santosa, and K. N. Amalia, “Meta-Analysis of the application of the problem-based learning model to improve students' 21st-century skills in science learning,” J. Educ. Couns. (JPDK), vol. 4, no. 5, pp. 5081–5088, 2022.
https://doi.org/10.31004/jpdk.v4i5.7455
Z. Aviyanti, “Validitas LKS Berorientasi 5M Materi Perubahan Lingkungan dan Daur Ulang Limbah untuk Melatihkan Siswa Memecahkan Masalah,” Berk. Ilm. Pendidik. Biol. (BioEdu), vol. 4, no. 1, 2015.
S. Rahman and M. Mahbubi, “Pendidikan karakter dalam meningkatkan spiritual siswa melalui pembelajaran madrasah diniyah,” Student Sci. Creativity J., vol. 2, no. 5, pp. 128–134, 2024.
https://doi.org/10.55606/sscj-amik.v2i5.4054
R. W. Bybee, The BSCS 5E Instructional Model and 21st Century Skills, Colorado Springs, CO: BSCS, 2009.
License
Copyright (c) 2025 Achmad Agung, Raaqa Alfath Mubaarak, Rima Ramadani, Evi Roviati
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
How to Cite
