<![CDATA[The purpose of this study was to determine the impact of using digital flash card media in PBL-based learning on improving students’ scientific argumentation skills. The subjects of this study were eighth-grade students in classes VIII B and VIII A at SMP Negeri 1 Secang. This study employed a quantitative method with a pretest-posttest experimental group design. The data obtained were subsequently analyzed using normality tests, the Mann-Whitney test, N-Gain based on the aspects of organizational completeness, scientific validity, and scientific argumentation, as well as the Inter-Rater Reliability (IRR) test. The results of the Mann-Whitney test for the pretest scores of the three aspects yielded Asymp. Sig. (2-tailed) values > 0.05, indicating that H₀ was accepted and Hₐ was rejected. Meanwhile, the posttest scores yielded Asymp. Sig. (2-tailed) values < 0.05, indicating that H₀ was rejected and Hₐ was accepted. The N-Gain test results for Experimental Class 1 yielded scores of 0.53, 0.50, and 0.52 (moderate category), while Experimental Class 2 yielded scores of 0.88, 0.83, and 0.84 (high category). The results showed that the use of digital flash card media supported the implementation of PBL, enabling students to formulate claims, data, warrants, and backings more completely, coherently, and relevantly.]]>
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