Trens of Science Education Research on Argumentation Skills and the Contribution of Indonesia

Context: One of the Sustainable Development Goals (SDGs) is to realize quality education: Ensuring inclusive and quality education for all. In recent years, the teaching and learning argumentation has emerged in educational curricula in various countries as a significant educational goal, including Indonesia. Argumentation is a critically important discourse process in science, and it should be taught and learned in the science classroom as part of scientific inquiry and literacy. Objective: This study aims to describe the profile of argumentation research in science education and reveal the contributions of researchers from Indonesia based on the Scopus database. Method: This reseach used bibliometric analysis. The strategy used to choose the most suitable, select research manuscripts that meet the specified criteria, and compile data. The data obtained in (.ris) extensions and Microsoft excel files were analyzed and presented in graphical images and multi-dimensional scale diagrams using VOSviewer software. Results and Discussion: The search using the keyword "science education argumentation" in the Scopus database obtained 1091 documents for all years. Six countries with the highest contribution in a row were the United States 331 documents, Turkey 96 documents, Germany 73 documents, United Kingdom 69 documents, Spain 60 documents and Indonesia 50 documents. Meanwhile, the five highest affiliates from Indonesia that have the highest contribution are Universitas Pendidikan Indonesia, Universitas Negeri Malang, Universitas Sebelas Maret, Universitas Negeri Surabaya dan Universitas Negeri Yogyakarta. Based on the visualization analysis of the research profile, "science education argumentation" resulting in three major clusters and one little cluster: (1) argumentation in the theoretical domain (2) argumentation in the implementation domain (3) argumentation in the development models domain and (4) argumentation in the scientific argumentation discourse domain. Erduran is the most productive researcher, but Osborne is the most influential researcher in the field of scientific argumentation. The direction of argumentation research trends developed from theoretical and philosophical domains to practical domains of classroom learning. The implementation of argumentation-based learning to improve students' argumentation skills has developed its application to a wider variety of learning materials. Research Implications: The research findings are expected to help related researchers to recognize the trend research argumentation in science education globally and recommend directions for further study.