Enhancing students’ scientific argumentation ability on dynamic electric material through analogy and representation-based learning

Introduction. Dynamic electricity is an abstract and complex concept that requires a high level of analysis to solve a problem, so students need to strengthen this concept using analogies and arguments to avoid misunderstandings. This research aims to reveal students' scientific argumentation skills through analogy-based learning with a focus on dynamic electricity material. Study participant and methods. This research used mixed methods with a pre-posttest design involving 74 students in a science education program from one of the state universities in Indonesia. Data was obtained through a dynamic electrical scientific argumentation test in the form of multiple choices, with a Cronbach's Alpha of 0.847, as well as an interview guide regarding analogy-based learning on students' scientific argumentation skills and an argumentation skills rubric. Next, the data obtained was analyzed using the difference test and n-gain. Results. Our results show that analogy-based learning improves students' scientific argumentation skills with an n-gain of 0.318 (medium) when students perceive the features of a concept and the intercorrelation between concepts. In other words, this learning strategy also makes it easier for students to master and understand the concept of an object. Our findings suggest that students' ability to solve dynamic electrical problems can be accelerated by using appropriate analogies, thereby improving their oral and written argumentation. The majority of students face obstacles in stating data and claims in composing oral and written essays, especially in stating warrants due to students' low initial theory. KEYWORDS Conclusion. Analogy learning is designed to improve students' scientific argumentation skills, especially in dynamic electricity material. This study found that dynamic electrical learning through the application of analogy and representation, especially by using hand analogy to analogize electrical resistance can significantly improve students' scientific argumentation skills. This approach helps students to analyze complex concepts with the right arguments in answering dynamic electricity problems to be simpler and easier to understand