<![CDATA[Objective: Develop students' argument skills through biology learning based on the STEM-RANDAI model. This model integrates six phases (reciting, analyzing, narrating, doing the solution, assessing, and implementing), so that students not only learn science concepts, but also build evidence-based arguments through collaborative and contextual activities. Method: This study adopted a quasi-experimental design with a Nonequivalent Control Group Design involving three groups (experimental class, positive control class and negative control class) to compare the results (posttest) between the three groups after the treatment was given. The goal is to apply the STEM-RANDAI model and develop innovative biology learning tools to improve students' argument skills. Results: The findings of the study show that there is a significant influence of the STEM-RANDAI learning model on the improvement of argumentation skills with a significance value of p = 0.000 (p < 0.001). Novelty: The novelty of this research lies in the RANDAI (Culture-based learning) model integrated with the STEM approach (STEM-RANDAI model) which is explicitly adapted to the context of West Sumatra high schools, Indonesia. The integration of cultural values in this learning model makes model innovation that is relevant to the needs of the 21st century, as well as unique by combining the two to create a model that addresses the gap in argument skills of students in West Sumatra, Indonesia.]]>
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