Kemampuan Menulis Argumentasi Siswa: Analisis Profil dan Problematika Pembelajaran
Abstract
Kemampuan menulis argumen sangatlah penting dan kompleks. Oleh karena itu, penelitian mengenai kemampuan menulis argumentasi sering dilakukan. Penelitian ini bertujuan untuk menganalisis kualitas menulis argumentasi siswa untuk memetakan profil dan problematika pembelajaran menulis argumentasi. Selain itu, penelitian ini juga mengkaji kemungkinan konsep berpikir kritis sebagai model pembelajaran menulis argumentasi. Metode yang digunakan adalah metode campuran. Statistik sederhana digunakan untuk analisis kualitatif. Objek penelitiannya adalah 173 siswa dari 5 (lima) SMA Negeri di Jawa Tengah. Hasil penelitiannya adalah: 1) tingkat kemandirian berpikir siswa rendah; sebanyak 69,94% karya siswa tidak lolos uji kemiripan; 2) Rata-rata hasil karya siswa secara keseluruhan berada pada klasifikasi rendah dengan perolehan skor 1,19 dari rentang 0,00-4,00; 3) Secara konseptual, berpikir kritis dapat digunakan sebagai alat bantu dalam pembelajaran menulis argumentasi. Berdasarkan hasil tersebut maka penguatan literasi, keteladanan, dan melibatkan berpikir kritis sangat penting dalam pembelajaran menulis argumentasi. Guru dan siswa harus meningkatkan kemampuan literasinya. Literasi sangat penting dalam menulis argumen. Struktur jaminan tersebut hanya akan terpenuhi apabila penulis mempunyai kemampuan literasi yang baik. Siswa harus diberikan contoh bagaimana memperoleh dan menggunakan informasi dalam menyusun teks argumentatif. Selain itu, siswa harus terbiasa menentukan tujuan, merumuskan pertanyaan, menggali informasi, menarik kesimpulan, membuat konsep, melihat berbagai asumsi, mempertimbangkan implikasi, dan mengkonstruksi sudut pandang. Dengan cara ini, siswa dapat menyusun argumen dengan struktur klaim, landasan, pernyataan, jaminan, dan sanggahan.
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