Learning buffer solution through modified POGIL justified by student’s scientific argumentation skills

Buffer solution is one difficult topic in high school chemistry. POGIL has known as one powerful model in teaching chemistry; however, after learning chemistry under POGIL environment we observed students were still having difficulties in implementing their new knowledge to solve problems. We did a study as our effort to improve student capability in solving problem related to buffer solution by modifying POGIL with Polya’s problem solving steps at the application step. Unlike common tests such as multiple choices and free descriptive tests, we apply Puvirajah’s argumentation skills test to justify student’s knowledge after learning process. Although modified POGIL gave better results compared to the original POGIL, the results revealed that original POGIL, as well as modified POGIL, did not succeed in building scientific argumentation skills. They were both still at insufficient to basic level of Puvirajah’s argumentation quality. The result was not surprising since student in both experiment and control classes were not used to learn under POGIL environment and the introduction to POGIL was done in a very short period. In addition, students were never introduced in argumentation skills test. Modified POGIL and argumentation skills test has to be implemented for much longer period to build to see the effect of the model to argumentation skills.