Online Learning Impact on Students' Scientific Argumentation Ability on Thermodynamics

Scientific argumentation is a complex cognitive process that requires scientific reasoning related to theories and evidence, as well as critical thinking in constructing arguments. The purpose of this study was to analyze students’ scientific argumentation abilities on the topic of thermodynamics in online learning. The sample consisted of 100 twelfth-grade students at SMA Negeri 1 Pacitan who had studied thermodynamics through both face-to-face and online learning. Data on scientific argumentation skills were collected through 11 two-tier questions accompanied by students’ explanations and arguments, with a reliability coefficient of 0.715, categorized as high. The assessment was based on the Toulmin Argumentation Pattern (TAP) rubric, which consists of five aspects: claims, data, warrants, qualifications, and rebuttals. The results of the analysis showed that students’ arguments were still weak in the aspects of warrants and backing. Students tended to provide reasons without sufficient evidence related to thermodynamics concepts. Instead, they mostly expressed opinions they considered correct based on their personal experiences and observations.