Analysis of Oral Argumentation: Bridging Curriculum and Reality in Science Classrooms

Neni Hasnunidah, Dea Milliony Putri, Dika Almunawaroh, Dina Maulina

University of Lampung

Oral argumentation skills are crucial for 21st-century scientific literacy, yet they are inadequately developed in numerous educational environments. This study examines the oral argumentation skills of students in biology classes at Level A accredited junior and senior high schools in Lampung Province, Indonesia. Using a descriptive qualitative survey design with 132 participants, data were gathered through audio-visual recordings of classroom discourse and examined using a systematic coding framework. The results show that students' skills are very weak, with average scores below 12% for both levels of education. Most of the arguments were only at Level 1 or Level 2 of the Toulmin Argument Pattern, using simple claims without strong evidence or counterarguments. Even though the schools had a high level of accreditation, they had a teacher-centered focus and didn't have any interactive media, which made it hard for students to think critically. These results show that there is a big difference between what the national curriculum says should happen in the classroom and what actually happens. To help students develop higher-order thinking skills, we need to move toward a student-centered, inquiry-based way of teaching.

Article link: https://www.asianinstituteofresearch.org/EQRarchives/analysis-of-oral-argumentation%3A-bridging-curriculum-and-reality-in-science-classrooms