Scientific Argumentation in Physics Learning and Its Influence on Scientific Literacy: A Systematic Literature Review
DOI:
https://doi.org/10.30872/jlpf.v7i2.6790Keywords:
Scientific Argumentation, Physics Learning, Scientific Literacy, STEMAbstract
This study uses a systematic literature review approach. There are 22 articles that are analyzed in depth and comprehensively using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) method. The stages of the PRISMA method consist of identification, screening, eligibility, and inclusion. The databases used are Scopus and Google Scholar. This study consists of 3 research questions, namely (1) research trends on scientific argumentation in physics learning; (2) implementation of scientific argumentation in physics learning; and (3) the influence of scientific argumentation on students' scientific literacy. The findings of this study are: (1) research trends on scientific argumentation in physics learning are mostly conducted in Indonesia; the year of most publications is 2025, the most frequently used research method is the quantitative approach, and the research subjects are junior high and senior high school students; (2) this study explains that scientific argumentation in physics learning integrates one or more STEM components and the most widely used Toulmin argumentation pattern; (3) scientific argumentation in physics learning has a positive influence on students' scientific literacy skills.
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