Design of Student Worksheet to Accommodate Learning Style and Initial Knowledge and Reduce The Differences of Scientific Reasoning and Argumentation Performance

Abstract

This study aims to design student worksheets with STEM approaches that accommodate student's learning styles and initial knowledge so that it has the potential to reduce differences in scientific reasoning and student argumentation performance on wind energy and water energy materials. The development model refers to the stage of the ADDIE model: Analyze, Design, Develop, and Implementation. The stages of development reported in this article are only the analysis and design stages. Needs analysis data obtained through questionnaire distribution, interviews, and document reviews sourced from high school students and teachers in Lampung. Data were analyzed using descriptive qualitative analysis. The results of this study are teachers and students need student worksheet designs that have the potential to reduce differences in scientific reasoning and student argumentation performance. Student worksheet designs have the potential to reduce differences in scientific reasoning and argumentation performance on wind and water energy materials that are developed using the PjBl (Project Based Learning) steps and integrated of STEM (Science, Technology, Engineering, and Mathematics) to facilitate students doing problem-solving activities, gathering information, preparing project plans, making projects, and communicating. The results of the suitability of the activities in the student worksheets with the STEM approach obtained an average value of 4.3 and the effectiveness of the student worksheets with an average score of 4.3. Based on the results of the assessment, it shows that all components are assessed to get a score of 4.20--4.5, so the design of this student worksheet is declared very appropriate and can be used to accommodate learning styles and initial knowledge and reduce differences in scientific reasoning and argumentation performance.