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The scientific argumentation skill is an important component that must be owned by the students to learn about the natural sciences such as physics lessons. The scientific argument is a form of the scientific language that can be used as a tool for students to justify or deny their own ideas through evidence search and discussion in scientific practices such as the experiment. Training  scientific argumentation skill is one alternative that can be used to help students to obtain the products and the process of science. This research aims to investigate the effectiveness of arguments Driven Inquiry (ADI) to train the scientific argumentation skill of junior high students. The Data collected through the result of observation, questionnaires and scientific argumentation skill test after applying the learning strategies (ADI). The results of the study showed that there was a difference in the scientific argumentation skill during the lessons after and before using the learning that developed with the ADI learning strategies. The response of students to the learning that is given by the ADI is very good and positive. Based on this shows that the learning strategies of ADI effective to train in scientific argumentation skills of junior high students.

Argument Driven Inquiry (ADI), scientific argumentation skill, the student response