Abstract
This study was aimed at investigating students’ scientific argumentation skills (SAS) in hydrolysis salt learning. It applied classroom research with the design of a one-shot case study. It collected data by measuring students’ SAS after they studied hydrolysis salt. SAS in this study was assessed through the scale of argumentation quality referring to the framework of TAP (Toulmin Argument Pattern). This study found that students’ SAS were at level 4, that is they could argue with clear objections in hydrolysis salt learning because they could relate indicators of claims, evidence, reasoning and rebuttal. They achieved this after they had gone through inquiry process and practicum program to develop their SAS. They performed SAS well in learning hydrolysis salts.
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