Siswanto, Yusiran, Asriyadin, S. Gumilar, B. Subali
The purpose of this research describes the effect of scientific methods designed by argumentation in maintaining retention of pre-service physics teachers (students) in mechanical concept. This learning consists of five stages including the first two stages namely observing and questioning. While the next three stages of reasoning, trying, and communicating are made of argumentation design. To know the effectiveness of treatment, students are given pre-test and post-test in one time. On the other hand, students were given advanced post-test to know the durability of retention as many as four times in four months. The results show that there was mean difference between pre-test and post-test based on the Wilcoxon test (z = -3.4, p=0.001). While the effectiveness of treatment is in the high category based on normalized gain values (<g> = 0.86). Meanwhile, mean difference of all post-test is significantly different based on Analysis of Varian (F = 365.63, p = 0.00). However, in the fourth month, students retention rates began to stabilize based on Tuckey's HSD (p=0.074) for comparison of mean difference between fourth and fifth post-test. Overall, learning designed can maintain students retention within 4 months after the learning finish. © Published under licence by IOP Publishing Ltd.
Department of Natural Science Education, Universitas Tidar, Magelang, Indonesia; Department of Physic Education, STKIP Taman Siswa Bima, Bima, Indonesia; Department of Primary Teacher of Education, STKIP 11 April Sumedang, Indonesia; Department of Physic Education, Universitas Negeri Semarang, Semarang, Indonesia
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