The Effectiveness Of Argument-Driven Inquiry (ADI) In Improving Students’ Argumentation Skills In Science Education: A Meta-Analysis

Abstract

This study aimed to quantitatively examine the effectiveness of the Argument-Driven Inquiry (ADI) instructional model in enhancing students’ scientific argumentation skills in science education and to identify moderating factors influencing its effectiveness. This meta-analysis initially identified 12 primary studies that met the inclusion criteria. However, one study with an extreme effect size was excluded from the main analysis based on sensitivity testing, resulting in a final synthesis of 11 studies published between 2010 and 2025. The studies were retrieved from Google Scholar, Scopus, ERIC, and Portal Garuda databases. Inclusion criteria comprised experimental or quasi-experimental research designs, scientific argumentation skills as the dependent variable, and the availability of sufficient statistical data for effect size calculation (Cohen’s d). Data were analyzed using a random-effects model, accompanied by heterogeneity testing (I² and Q-test), sensitivity analysis, and publication bias assessment through funnel plot inspection and Egger’s regression test. The pooled effect size was d = 1.42 (95% CI: 0.91–1.93; p < 0.001), indicating a very large positive effect. Heterogeneity analysis revealed substantial variability among studies (I² = 89.7%; Q = 106.4; p < 0.001). Moderator analyses showed that educational level and science discipline significantly influenced the magnitude of the effect, whereas differences between experimental and quasi-experimental designs were not statistically significant. No significant publication bias was detected (Egger’s test, p = 0.182). Overall, the ADI model was found to be highly effective in improving students’ scientific argumentation skills, with the strongest effects observed in physics and chemistry learning contexts involving quantitative experimental activities. The implementation of ADI should therefore be adapted to the characteristics of the subject matter and supported by valid argumentation assessment instruments. These findings suggest that ADI can serve as an evidence-based instructional framework for fostering scientific argumentation and higher-order reasoning in science classrooms. Furthermore, integrating ADI into science curricula may help bridge the gap between conceptual understanding, inquiry practices, and scientific literacy development.