Microlearning-oriented ISOCC learning model framed student worksheets for improving science argumentation skills.

Microlearning is an effective new approach in higher education because it can increase student focus on the concepts being studied, by breaking matter into smaller pieces. This study aims to analyze the improvement of students' argumentation skills with the intervention of the microlearning approach in learning. The research design is a single-subject design. The subjects in this study were science teacher candidates at one of the state universities in Surabaya. The micro-learning approach in research was carried out with the help of SSI worksheets within the framework of the ISOCC (initiation, select, organize, create, and communicate) learning model using Google Classroom. The ability to recognize claims and their qualifications, recognize and categorize types and standards of evidence, assess warrants (reasons) that support claims by taking into account counterarguments, and construct and explain conclusions were the four indicators included in the argumentation skills test. The research results based on the pre-test and post-test analysis found that 89% of students experienced increased argumentation skills with high criteria and 11% with medium standards. The increase in argumentation skills on the four indicators was in the high criteria, with the highest score on the second and lowest on the third indicators. This study concludes that applying the microlearning approach in SSI worksheets framed by the ISOCC learning model can improve students' argumentation skills. [ABSTRACT FROM AUTHOR]