Scientific Argumentation and Writing Skills: The Effects of Implementing a Socio-Scientific Issue–Based Problem-Solving Learning Model

This study aims to analyze the effect of implementing a socio-scientific issue-based problem-solving (SSIBPS) learning model on improving students' scientific argumentation skills (SAS) and scientific writing skills (SWS) in biology learning. A quasi-experimental design with a pre-test- post-test control group was employed. The data were collected from a purposively selected class at an excellent-accredited senior high school in Padang, West Sumatra, Indonesia. The instrument was a paper assisted by a valid student worksheet, and the analysis used a validated rubric. The research sample was selected purposively and comprised four classes. Two classes served as samples for SAS, each with 32 students in the experimental and control classes. The other two classes were used as SWS samples, with one class comprising 33 students and the other 34. The data analysis was conducted using an independent-samples t-test on N-gain scores and Cohen’s d. This study finds that implementing the SSIBPS learning model significantly improves students' SAS (p = .009) and SWS (p = .033), p < .05, with Cohen’s d values of 0.676 (SAS) and 0.533 (SWS) in the medium effect size category. The implementation of the SSIBPS learning model facilitates the development of students' SAS and SWS by engaging them in complex real-world problem-solving activities conducted in systematic stages.