Pictorial-Based Learning (PcBL): Fostering Students' Argumentation Skills and Understanding of Chemistry

This study highlights the implementation of Pictorial-Based Learning (PcBL) in basic chemistry classes and assesses its contribution to students' argumentation skills and understanding of chemistry. Thirty-five students aged 19-21 years enrolled in general chemistry, covering solubility & intermolecular forces, gas laws, kinetic molecular theory, and thermochemistry, at Universitas Negeri Malang, East Java, Indonesia, participated in this study. The intervention was conducted over one term/semester. Students' argumentation skills were assessed at the end of each topic and classified using Toulmin's Argument Pattern (TAP), which comprises claims, data, warrants, backing, and rebuttals. This study uncovered the following outcomes. The implementation of PcBL contributed to improving students' argumentation skills. However, no students demonstrated the highest level (5). Most students' argumentation skills ranged from Level 3 to Level 4, with Level 3 being the most common. Therefore, it implies an adequate contribution of the approach in improving students' argumentation skills. However, the correlation between students' argumentation skills and their understanding of chemistry was not substantial. This study amplifies the need for the PcBL in broader chemistry teaching across cohorts and topics. Its contribution to forming other students' soft skills is also a worthwhile future exercise.