Analysis of elements of scientific argumentation skills in science textbooks for junior high school students

Abstract

This study aims to analyze the distribution of scientific argumentation elements based on the Toulmin Argumentation Pattern (TAP) in science teaching materials for grade VII, which includes textbooks and teaching modules. This study uses a qualitative descriptive approach with a content analysis method. The subject of the research is in the form of several science teaching materials used in junior high schools, while the object of research is the element of scientific argumentation which includes claims, data, warrants, backing, qualifiers, and rebuttals. The data collection technique is carried out through documentation, then analyzed using a check sheet based on the Toulmin indicator. The results of the study show that the elements of scientific argumentation in teaching materials have not been evenly distributed. The most dominant elements are claims and warrants, while data appears in moderate proportions. Meanwhile, a limited number of backing and qualifier elements appear, and no rebuttal elements are found. These findings show that the structure of scientific arguments in teaching materials tends to be incomplete and still focuses on the delivery of information and basic reasoning, without encouraging critical evaluation and comprehensive argument development. Thus, it can be concluded that the science teaching materials analyzed have not fully supported the optimal development of students' scientific argumentation skills. Therefore, it is necessary to develop teaching materials that integrate all elements of Toulmin's argumentation in a more balanced manner to improve students' critical and argumentative thinking skills.