PENERAPAN DIALOGICAL ARGUMENTATION INSTRUCTIONAL MODEL (DAIM) UNTUK MENINGKATKAN KEMAMPUAN MEMAHAMI DAN ARGUMENTASI SISWA SMA PADA MATERI LISTRIK STATIK

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan memahami dan argumentasi siswa SMA sebagai efek pembelajaran menggunakan Dialogical Argumentation Instructional Model (DAIM). Penelitian dilakukan terhadap siswa SMA Kelas XII di salah satu SMA di Kabupaten Majalengka menggunakan metode pre-experiment dengan desain one group pretest-posttest design. Kemampuan memahami siswa diukur menggunakan tes kemampuan memahami berbentuk soal pilihan ganda sebanyak 20 butir soal yang telah diujicoba dan dianalisis, sedangkan kemampuan argumentasi siswa diukur menggunakan tes uraian dengan rubrik penskoran sebanyak delapan butir soal yang telah diujicoba dan dianalisis. Data tes awal dan tes akhir dianalisis dengan metode N-gain. Hasil penelitian menunjukkan terjadi peningkatan kemampuan memahami siswa dengan nilai persentase N-gain sebesar 61,36% atau pada kriteria sedang. Profil setiap aspek kemampuan memahami berupa persentase N-gain kemampuan siswa dalam menjelaskan sebesar 58,33%, menyimpulkan sebesar 63,23%, mencontohkan sebesar 38,82%, mentranslasikan sebesar 69,59%, dan membandingkan sebesar 61,97%, seluruhnya pada kriteria sedang. Sementara itu, peningkatan kemampuan argumentasi siswa diperoleh nilai persentase N-gain sebesar 62,01% atau pada kriteria sedang. Profil setiap aspek kemampuan argumentasi berupa persentase N-gain kemampuan mengajukan klaim adalah sebesar 68,35%, menyertakan dan menganalisis data sebesar 63,84%, memberikan pembenaran sebesar 58,42%, dan kemampuan siswa dalam memberikan dukungan sebesar 56,67%, seluruhnya pada kriteria sedang. Kegiatan pembelajaran dengan penerapan DAIM dalam penelitian ini memperoleh hasil hampir seluruh kegiatan terlaksana oleh guru maupun siswa. Kata kunci: Dialogical Argumentation Instructional Model (DAIM), kemampuan memahami, kemampuan argumentasi. This study aims to determine the increase in the understanding abilities and argumentation skills of high school students as a learning effect using Dialogical Argumentation Instructional Model (DAIM). The research conducted on high school students in one of the Class XII High School in Majalengka using pre-experimental design with one group pretest-posttest design. The students’ understanding abilities were measured using the multiple choice questions as many as 20 items that have been tested and analyzed, while the ability of the student's argument was measured using a test description of the scoring rubric eight items that have been tested and analyzed. Data preliminary tests and final tests were analyzed by methods of N-gain. The results showed an increase in students' ability to understand the value of the percentage of N-gain of 61.36% or moderate criteria. Profiles every aspect of the ability to understand the form of the percentage of N-gain students' skills in explaining of 58.33%, 63.23% concluded, exemplified by 38.82%, amounting to 69.59% translate and comparing of 61.97%, entirely the criteria were. Meanwhile, an increase in the ability of the student's argument N-values obtained percentage gain of 62.01% or criteria being. Profiles every aspect of the ability of the argument in the form of a percentage of N-gain the ability to file a claim amounted to 68.35%, include and analyze data at 63.84%, providing justification for 58.42%, and the student's ability in providing support amounting to 56.67%, entirely on the criteria being. DAIM learning activities with the application of this research to obtain the results of almost all activities carried out by teachers and students. Keywords: Dialogical Argumentation Instructional Model (DAIM), understanding abilities, argumentation skill