<![CDATA[Argumentation skills are a crucial 21st-century competency that needs to be fostered in science education. However, the argumentation skills of junior high school students remain relatively low, necessitating an instructional model that encourages critical thinking and the construction of evidence-based arguments. This study aimed to analyze the impact of implementing a discovery learning model—supported by environmental literacy-based student worksheets (LKPD)—on the argumentation skills of junior high school students regarding the topic of Ecology and Environmental Conservation. A quantitative approach was employed using a quasi-experimental method and a posttest-only, non-equivalent control group design. The study sample consisted of 60 seventh-grade students from SMP Negeri 3 Adiwerna, selected via random sampling: 30 students in the experimental class and 30 in the control class. Data were collected using an essay test based on Claim, Evidence, and Reasoning (CER) indicators and subsequently analyzed using an Independent Samples t-test, following the fulfillment of normality and homogeneity assumptions. The results revealed that the mean argumentation skill score of the experimental class (70.50) was higher than that of the control class (62.70). The Independent Samples t-test yielded a significance value of 0.041 (p < 0.05), indicating a significant difference between the two classes. Analysis based on CER indicators further demonstrated that the experimental class achieved higher scores across the claim, evidence, and reasoning indicators. Thus, the implementation of the discovery learning model, supported by environmental literacy-based student worksheets, positively influences the argumentation skills of junior high school students in the subject matter of Ecology and Environmental Conservation]]>
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