INTENSI-EKSTENSI KONSEP DALAM ARGUMEN KEPENDIDIKAN: ANALISIS TEKSTUAL

Abstract

This article demonstrates research findings of concept intention-extension of scientific arguments, especially in Indonesian language usage of education science. The research focuses on quality of intention-extension in scientific arguments comprises in Indonesian educational dissertations. Data is collected purposively from 35 arguments which represent 8 fields of educational sciences. The research reveals that the intention and extension of concepts in term of knowledge developments are not significant in developing educational knowledge paradigm, which can be indicated by the following trends: (1) knowledge development is not based on concrete knowledge concepts (empirical facts) which can be constructed as premises to support conclusion and (2) lack of empirical proofs in arguments which cause in rising inferential fallacy, especially in relevancy fallacy.

Keywords: scientific argument, concept intention-extention