Page 83 - Buku Model ADISI
P. 83

BUKU MODEL ADISI         80






                        Sampson, V., Grooms, J., & Walker, J. P. (2010). Argument-Driven Inquiry as a
                            Way to Help Students Learn How to Participate in Scientific Argumentation
                            and  Craft  Written  Arguments:  An  exploratory  Study.  Science  Education,
                            95(2), 217–257. https://doi.org/10.1002/sce.20421

                        Sato, T. (2022). Assessing Critical Thinking through L2 Argumentative Essays: an
                            Investigation  of  Relevant  and  Salient  Criteria  from  Raters’  Perspectives.
                            Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00159-
                            4

                        Sengul, O., Enderle, P. J., & Schwartz, R. S. (2021). Examining Science Teachers’
                            Enactment  of  Argument-Driven  Inquiry  (ADI)  Instructional  Model.
                            International  Journal  of  Science  Education,  43(8),  1273–1291.
                            https://doi.org/10.1080/09500693.2021.1908641

                        Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing
                            Scientific Argumentation Strategies Using Revised Argument-Driven Inquiry
                            (rADI) in Science Classrooms in Thailand. Asia-Pacific Science Education,
                            5(1), 1–22. https://doi.org/10.1186/s41029-019-0035-x

                        Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The Meaning
                            of  ‘Relevance’  in  Science  Education  and  its  Implications  for  the  Science
                            Curriculum.     Studies    in     Science    Education,     49(1),    1–34.
                            https://doi.org/10.1080/03057267.2013.802463

                        Su, G., & Long, T. (2021). Is the Text-Based Cognitive Tool More Effective Than
                            the  Concept  Map  on  Improving  the  Pre-Service  Teachers’  Argumentation
                            Skills?    Thinking    Skills   and     Creativity,   41(April),   100862.
                            https://doi.org/10.1016/j.tsc.2021.100862

                        Su, G., Sun, J., Long, T., Chen, W., & Mei, A. (2025). Applying Argumentation-
                            Driven Inquiry (ADI) to Promote Students’ Argumentation Performance in
                            Blended  Synchronous  Learning  Environment:  a  Quasi-experimental  Study.
                            Journal    of    Science   Education    and    Technology,     0123456789.
                            https://doi.org/10.1007/s10956-024-10190-0

                        Sumantri, B. A., & Ahmad, N. (2019). Teori Belajar Humanistik dan Implikasinya
                            Terhadap Pembelajaran Pendidikan Agama Islam. Jurnal Pendidikan Dasar,
                            3(2), 1–18.
                        Sumarni,  W.  (2018).  Ethnosains  Dalam  Pembelajaran  Kimia  Prinsip
                            Pengembangan dan Implementasinya.

                        Sumarni, W., & Sudarmin. (2002). Etnosains Dalam Pembelajaran Kimia: Prinsip.
                            Pengembangan dan Implementasinya. UNNES Press.
                        Sunarya, R. R., Gustini, N., Subarkah, C. Z., & Halimah, D. (2022). Argument
                            Driven Inquiry (ADI) in Chemistry Learning: Enhancing Student’s Argument
                            Skills  and  Attitudes  toward  Chemistry.  AIP  Conference  Proceedings,
                            2468(December). https://doi.org/10.1063/5.0102783




                                                                                             LISA UTAMI
   78   79   80   81   82   83   84   85   86