<![CDATA[This research was conducted in response to the limited argumentative writing abilities demonstrated by vocational high school students, which are influenced by students’ difficulties in structuring arguments coherently and the limited use of interactive instructional media. The study seeks to design a digital teaching module integrated with Nearpod and to examine its feasibility, practicality, and effectiveness in enhancing students’ argumentative writing competence. The research adopted a Research and Development (R&D) approach applying the ADDIE framework, encompassing the stages of analysis, design, development, implementation, and evaluation. The study involved 40 vocational high school students as participants. Data were collected through expert validation instruments, questionnaires assessing both teacher and student responses, as well as pretest and posttest assessments. The collected data were analyzed using both descriptive and inferential statistical methods, specifically the Wilcoxon signed-rank test and N-Gain analysis. The findings indicated that the developed module achieved a very high feasibility level, obtaining validation scores of 88% from material experts and 90% from media experts. Responses from both teachers and students categorized the module as highly practical, reflected in percentages of 86.6% and 88.2%, respectively. Furthermore, the effectiveness analysis revealed an improvement in students’ average scores from 50.80 to 83.00. Based on the Wilcoxon test, the significance value obtained was 0.000 (< 0.05), which confirms the presence of a significant difference between the pretest and posttest results. The calculated N-Gain score of 0.31 demonstrated a moderate level of improvement. Accordingly, the Nearpod-based digital teaching module can be considered feasible, practical, and effective in supporting the development of argumentative writing skills.]]>
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