Abstract
This study aims to determine the differences in the argumentation ability of students in high school with different accreditation ratings. The method used is a survey with an ex post facto research design and a sample selection technique using purposive sampling. The results of the student's argumentative ability test were analyzed statistically with the ANOVA test with a significance level of 5% and the data from interviews and teacher questionnaires were analyzed descriptively. The results showed that the argumentation ability of students in schools with accreditation ratings A was significantly different from those with accreditation ratings B and C. In addition, the argumentation ability of students in schools with accreditation rating B was significantly different from those with accreditation rating C. In conclusion, the average value of argumentation ability of students in high school with accreditation ratings of A, B and C on the subject matter of Animalia has a significant difference.
 Keywords: Accreditation, Animalia, Argumentation, Scientific Approach
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