<![CDATA[This study aims to examine the effect of the Collaborative Argumentation Learning Model (CALM) on students' scientific argumentation skills, as measured by the Toulmin Argumentation Pattern (TAP) components. The method used is a pre-experimental design with a one-shot case study model in one class of physics education students at the State University of Surabaya. The novelty of this study lies in the systematic integration of Toulmin-based scientific argumentation and collaborative learning in the context of socio-scientific issues, addressing a gap in previous research that tends to focus on final results without examining the argumentation construction process in depth. The results show that the implementation of the learning is in the very good category, which has an impact on improving students' written and oral argumentation skills, especially in the data, backing, and rebuttal components after the revision process. However, some students still experience obstacles to oral participation due to self-confidence and academic communication skills. The implications of this study confirm that the CALM model is effective in developing scientific argumentation skills comprehensively. Therefore, it is recommended to develop more adaptive learning strategies through communication training, rhetorical reinforcement, and the integration of innovative methods to increase student engagement and the quality of argumentation evenly.]]>
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