<![CDATA[The low ability of students to write argumentative texts is a persistent problem in Indonesian language learning. This study aimed to determine the effect of the Project Based Learning (PjBL) model on the argumentative writing ability of students at SMAN 1 Bandar Pulau. A quantitative experimental approach was used with a Posttest-Only Control Design. The sample consisted of a control class (XI IPA 1, n=31) and an experimental class (XI IPA 2, n=30), selected through random sampling. The instrument was an argumentative writing test. Data were analyzed using normality tests, homogeneity tests, and hypothesis testing via Independent Sample T-Test. Results showed that the experimental class achieved a significantly higher mean score (81.33) than the control class (62.83), with a significance value of 0.000 < 0.05. These findings confirm that the Project Based Learning model significantly improves students’ argumentative writing ability. These findings indicate that Project-Based Learning not only improves students’ argumentative writing performance but also enhances critical reasoning and evidence-based writing skills.]]>
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