<![CDATA[Scientific argumentation skills are a crucial component of science literacy required for 21st-century students. However, students' initial abilities indicate that their scientific argumentation skills are still limited to the claim indicator. This study aims to examine the effectiveness of implementing Toulmin’s Argumentation Pattern (TAP) in improving junior high school students' scientific argumentation skills in ecology topics, specifically the sub-topic of human impacts on ecosystems. The research method used was quantitative with a One Group Pretest–Posttest Design. The research subjects consisted of 31 students of class VII A at SMP Asa Cendekia, selected using a simple random sampling technique. Data were collected through test techniques in the form of cognitive essay questions based on TAP indicators distributed via Google Form. Data analysis was performed using descriptive statistical tests, the Shapiro-Wilk normality test, and hypothesis testing via Paired Sample t-test and N-Gain. The results showed a highly significant difference in students' scientific argumentation skills between before and after treatment (Sig = 0.000 < 0.05). The effectiveness of the intervention was further supported by an overall average Normalized Gain (N-Gain) score of 0.74, which falls into the high category. Based on these findings, it can be concluded that the application of the TAP framework effectively serves as a cognitive scaffolding to improve students' scientific argumentation skills in a structured manner. Keywords: Scientific Argumentation, Toulmin Argumentation Pattern (Tap), Science Learning, Ecology.]]>
