International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Asep Mulyani; Hartono Hartono; Bambang Subali

doi:10.23947/2334-8496-2024-12-2-451-465

Authors

Asep Mulyani IAIN Syekh Nurjati Cirebon, Cirebon, Indonesia https://orcid.org/0000-0003-3855-8758
Hartono Hartono Universitas Negeri Semarang, Semarang, Indonesia https://orcid.org/0000-0001-5684-9212
Bambang Subali Universitas Negeri Semarang, Semarang, Indonesia https://orcid.org/0000-0002-7427-4245

DOI:

https://doi.org/10.23947/2334-8496-2024-12-2-451-465

Keywords:

Argumentation skills, science education, bibliometric analysis, PRISMA, VOSviewer

Abstract

Argumentation has an important role in science education. One of the aims of science education is to develop argumentation skills as a basis for building scientific characterization. The role of argumentation in science education is one of the research topics that has received a lot of attention from academics. The purpose of this study was to analyze the research trend of argumentation in science education from 2015-2023. The research method used preferred reporting items for systematic reviews and meta-analyses and network meta-analyses, or PRISMA for short, which consists of identification, screening, eligibility, and inclusion. The articles analyzed were obtained using the publish or perish search engine from Scopus and Google Scholar, as many as 340 articles from a total search of 1013 articles. The analysis was conducted using content analysis and bibliometric using VOSviewer, which was reviewed based on network visualization, overlay visualization, and density visualization. The results were analyzed based on country of origin, research area, research method, research subject, research instrument, learning intervention, and argumentation type. The conclusion of this study shows that argumentation skills are one of the important topics in research that are linked with several other variables in science education and have received attention from researchers in recent years. Recommendations for future argumentation research should identify the characteristics of argumentation types and their relationship with teaching materials, learning models, and assessments in science education.

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