Development of Socio-Scientific Issues-Based E-Magazine to Improve Junior High School Students’ Argumentation Skills
Keywords:
Argumentation Skill, E-Magazine, Socio-Scientific Issues, Junior High School, StudentAbstract
Background: This study aims to develop a socio-scientific issue-based e-magazine to improve students’ argumentation skills in science learning at the Indonesian School Kuala Lumpur (SIKL). The study is motivated by the low level of students’ argumentation skills, as reflected in their lack of participation in classroom discussions and the predominance of memorization-oriented learning.
Methods: This study adopted the ADDIE development model, which consists of the analysis, design, develop, implement, and evaluate stages. It involved 36 seventh-grade students at the Indonesian School in Kuala Lumpur. The validity of the e-magazine was assessed by experts, and its practicality was evaluated based on the observation of students’ learning activities.
Results: The findings reveal that the developed e-magazine demonstrated highly valid criteria, with a score of 88.66% based on experts’ validation and highly practical criteria according to observational results, with a score of 85.54%. This indicates that the media is easy to use and feasible for classroom implementation. Furthermore, the effectiveness of the e-magazine was reflected in students’ argumentation skills, with an average post-test score of 84.89% (very good category), as well as positive student responses, with an average percentage of 82.36%.
Conclusion: Based on these results, the socio-scientific issues-based e-magazine is highly valid, highly practical, and effective for use in the learning process. The integration of contextual socio-scientific issues and interactive multimedia features contributes to increased student engagement and supports the development of structured, evidence-based argumentation skills. Therefore, the e-magazine can be effectively implemented in classroom activities to enhance both students’ participation and their argumentation abilities.
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