<![CDATA[This study aims to determine the effect of using integrated STEM-based PjBL learning modules on students' scientific argumentation skills. The research is experimental in nature, employing a post-test only design. The population in this study comprises 11th-grade phase F students enrolled in Biology for the 2024/2025 academic year. Non-probability sampling was utilized, with the sample selected through purposive sampling. The Biology content covered in the study focuses on the excretory system, specifically the skin. Data collection instruments included interviews, observations, and objective tests. Data analysis techniques involved tests for normality, homogeneity, and hypothesis testing. The results of the study indicate that there is a significant difference between the scientific argumentation skills of students who used the integrated STEM-based PjBL modules and those who underwent conventional learning.]]>
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