Synergizing PBL–SETS and e-worksheets: Enhancing conceptual understanding and scientific argumentation skills in science education

Isna Atmim Nur Ana, Rizki Nor Amelia

Abstract


This study addresses a gap in science education research where problem-based learning (PBL) is often implemented separately, while its integration with the Science-Environment-Technology-Society (SETS) approach and E-worksheet support to simultaneously enhance conceptual understanding and scientific argumentation remains underexplored at the junior high school level. A quasi-experimental study with a pretest–posttest control group design was conducted involving two classes. Conceptual understanding was measured using seven indicators within the understanding dimension, while scientific argumentation was analyzed based on the Toulmin framework. The MANOVA results revealed significant multivariate differences between groups (Pillai’s Trace = .793, p < .05). Follow-up univariate analyses indicated significant differences in conceptual understanding (F = 90.170, η² = .600) and scientific argumentation (F = 207.431, η² = .776). These findings suggest that SETS-based PBL, assisted by E-worksheets, is associated with higher learning gains than direct instruction. The results highlight the role of integrating contextual learning environments and structured digital scaffolding in supporting students’ conceptual understanding and the quality of their scientific argumentation.

Keywords


Conceptual understanding; Electronic worksheet; Problem-based learning; Scientific argumentation; Science-Environment-Technology-Society

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References


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DOI: https://doi.org/10.17509/aijbe.v9i1.97160

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