The Effectiveness of STEM-Based Problem-Based Learning in Enhancing Students’ Scientific Argumentation Skills in Respiratory System Learning

Abstract

Scientific argumentation is a crucial competency in 21st-century science education; however, students’ abilities in constructing structured arguments remain limited. This study aims to examine the effectiveness of STEM-based Problem-Based Learning (PBL) in enhancing students’ scientific argumentation skills in respiratory system learning. A quasi-experimental design with a pretest–posttest control group was employed. The sample consisted of 70 eleventh-grade students divided into experimental and control groups. Data were collected using a scientific argumentation test based on Claim, Evidence, Reasoning, and Rebuttal (CERR) indicators, observation sheets, and student response questionnaires. Data analysis included N-gain, normality and homogeneity tests, and independent samples t-test. The results indicate a significant improvement in students’ scientific argumentation skills in the experimental group compared to the control group. Additionally, students’ learning activities and responses were categorized as very good. These findings suggest that STEM-based PBL is an effective instructional approach for improving scientific argumentation skills and promoting active engagement in science learning