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All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme
Kholida Dj.S, Intan
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Integrating the CER Framework in Argumentative Writing to Foster Logical Thinking and Evidence-Based Reasoning Kholida Dj.S, Intan; Suryani, Irma; Abrar, Mukhlash
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i1.9263

Abstract

This study investigates integrating the Claim, Evidence, and Reasoning (CER) framework to enhance students' argumentative writing skills, a critical competency in 21st-century literacy, and employing a mixed-method approach that combines a qualitative descriptive analysis with a pre-experimental design. Data were rigorously collected through semi-structured interviews, direct field observations, and comprehensive writing assessments, including pretest and posttest evaluations. This study employed a mixed-methods approach with a pre-experimental one-group pretest-posttest design involving 30 eleventh-grade students at MAS Al Khairiyah in Jambi, for a total of 412 students, selected through purposive sampling. Quantitative data from performance tests and qualitative data from observations and interviews were analyzed simultaneously using the N-Gain test and an interactive analysis model to describe students' cognitive transformation in argumentative writing. The findings reveal a significant improvement in all argumentative components, with a "highly effective" N-Gain score of 0.86. Students demonstrated a qualitative transition from subjective opinions to structured discourse by mastering clear claims, integrating factual evidence, and engaging in coherent, logical reasoning. This study confirms that the CER framework serves as a robust cognitive scaffold, making it a recommended instructional strategy for developing intellectual rigor and persuasive communication skills.
Co-Authors Irma Suryani Mukhlash Abrar