PROFIL KEMAMPUAN ARGUMENTASI SISWA SMA DALAM MATERI SISTEM PENCERNAAN MAKANAN MELALUI PERAN BERTANYA GURU TIPE DISPENSER

Siswa membutuhkan keterampilan untuk terlibat dalam menyampaikan argumentasi baik secara lisan dan tulisan dalam suatu kegiatan pembelajaran. Guru perlu keahlian dalam memfasilitasi siswa untuk terlibat argumentasi, yaitu dengan kemampuan guru dalam bertanya, salah satunya dengan peran guru tipe dispenser. Penelitian ini bertujuan menganalisis kemampuan argumentasi siswa SMA dalam materi sistem pencernaan makanan melalui peran bertanya guru tipe dispenser. Subjek pada penelitian ini adalah siswa kelas XI MIPA 7 SMAN X Bandung. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik purposive sampling berdasarkan kriteria rekomendasi guru yang menyatakan siswa kelas tersebut sering terlibat aktif dalam diskusi saat pembelajaran dibandingkan dengan siswa dari kelas lain. Argumentasi pada penelitian ini diamati dalam dua bentuk, yaitu argumentasi oral dan tertulis. Peneliti mengumpulkan data dengan cara mengobservasi dan mendokumentasikan seluruh argumen yang diberikan siswa di dalam kelas saat pembelajaran dengan tipe dispenser berlangsung. Kemampuan argumentasi diidentifikasi berdasarkan karakteristik indikator argumentasi Toulmin yaitu claim, data, warrant, backing, qualifier dan rebuttal. Level kemampuan argumentasi diklasifikasikan berdasarkan kemunculan indikator argumentasi tersebut di dalam argumentasi siswa. Kemampuan argumentasi siswa juga diidentifikasi berdasarkan tingkat kognitif siswa. Hasil dari penelitian ini diperoleh profil kemampuan argumentasi yang dimunculkan siswa secara oral melalui peran bertanya guru tipe dispenser masih berada di level 2 (claim, data, warrant) dan argumentasi tertulis siswa sudah berada di level 3 (claim, data, warrant, backing). Siswa dengan tingkat kognitif tinggi kemampuan argumentasi secara oral mencapai level 2 (claim, data, warrant) dan argumentasi tertulis mencapai level 3 (claim, data, warrant, dan backing) sedangkan kelompok siswa tingkat kognitif rendah kemampuan argumentasi secara oral hanya mampu mencapai level 1 (claim) dan argumentasi tertulis mencapai level 2 (claim dan data). Kata kunci : Kemampuan Argumentasi, Peran Bertanya Guru, Peran Guru Tipe Dispenser, Sistem Pencernaan Makanan -------- High school students need skills to be involved in presenting their arguments, both orally and written in learning activity. Teachers need qualification in facilitating students to engage in their argumentations, by means of using teachers’ questioning ability in the role of dispenser type. The study aims to analyze the ability profile of high school students’ argumentation on digestive system materials through teacher’s questioning in the role of dispenser type. The subjects in this study were students of class XI MIPA 7 SMAN X Bandung. The research method used in this research is descriptive qualitative with purposive sampling technique based on teacher recommendations that stated that students in the class were most active compared to students from other classes. The argumentation in this study was observed in two forms, oral and written argumentation. Researchers collected data by observing and documentating all the arguments given by students in the class when learning with the dispenser type role of questionig. The ability of argumentation is identified based on Toulmin’s argumentation components : claim, data, warrant, backing, qualifier, and rebuttal. The level of argumentation ability is classified based on the appearance of these components in the student’s arguments. Students’ argumentation abilities are also identified based on their cognitive level. The result of this study obtained the profile ability of students’ oral argumentation through teacher’s questioning in the role of dispenser type is still at level 2 (claim, data, warrant) and the profile ability of students’ written argumentation is at level 3 (claim, data, warrant, backing). Students with high cognitive levels are able to provide their oral argumentation up to level 2 (claim, data, warrant) and their written argumentation are able to reach up to level 3 (claim, data, warrant, and backing) whereas students with low cognitive level are only able to convey their oral argumentation up to level 1 (claim) while their written argumentation ability are able to reach up to level 2 (claim and data). Keyword : Ability of Argumentation, Teacher’s Questioning, The Role of Dispenser Type, Digestive Syste