[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-190620-105":53,"doc-detail-190620-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","id-9263-published","ID-9263 (Published)","","This study investigates the integration of the Claim, Evidence, and Reasoning (CER) framework to enhance students' argumentative writing skills, a critical competency in 21st-century literacy. Employing a mixed-method approach, it combines qualitative descriptive analysis with a pre-experimental design. Data were collected through semi-structured interviews, direct field observations, and comprehensive writing assessments, including pretest and posttest evaluations. The study involved 30 eleventh-grade students at MAS Al Khairiyah in Jambi. Quantitative data from performance tests and qualitative data from observations and interviews were analyzed simultaneously using the N-Gain test and an interactive analysis model. Findings reveal a significant improvement in all argumentative components, with a \"highly effective\" N-Gain score of 0.86. Students demonstrated a qualitative transition from subjective opinions to structured discourse by mastering clear claims, integrating factual evidence, and engaging in coherent, logical reasoning. The CER framework serves as a robust cognitive scaffold, making it a recommended instructional strategy for developing intellectual rigor and persuasive communication skills.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/id-9263-published/190620/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/id-9263-published/190620.png","ImageObject",442,249,{"name":88,"@type":89},"Ethan Miller","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-29","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the primary goal of this study?","Question",{"text":108,"@type":109},"The primary goal is to investigate the integration of the Claim, Evidence, and Reasoning (CER) framework to enhance students' argumentative writing skills.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What research methodology was employed in this study?",{"text":113,"@type":109},"A mixed-method approach was used, combining qualitative descriptive analysis with a pre-experimental design involving quantitative and qualitative data collection and analysis.",{"name":115,"@type":106,"acceptedAnswer":116},"What were the main findings of the study regarding students' argumentative writing?",{"text":117,"@type":109},"The study found a significant improvement in all argumentative components, with an N-Gain score of 0.86, demonstrating students' transition from subjective opinions to structured, evidence-based discourse.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},190620,1788403866,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":125,"read_time":140},687207017582,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","| Abstract This study investigates integrating the Claim, Evidence, and Reasoning (CER)\u003Cbr>framework to enhance students' argumentative writing skills, a critical competency in 21st-century literacy, and employing a mixed-method approach that combines a qualitative descriptive analysis with a pre-experimental design. Data were rigorously collected through semi-structured interviews, direct field observations, and comprehensive writing assessments, including pretest and posttest evaluations. This study employed a mixed-methods approach with a preexperimental one-group pretest-posttest design involving 30 eleventh-grade students at MAS Al Khairiyah in Jambi, for a total of 412 students, selected through purposive sampling. Quantitative data from performance tests and qualitative data from observations and interviews were analyzed simultaneously using the N-Gain test and an interactive analysis model to describe students' cognitive transformation in argumentative writing. The findings reveal a significant improvement in all argumentative components, with a \"highly effective\" N-Gain score of 0.86. Students demonstrated a qualitative transition from subjective opinions to structured discourse by mastering clear claims, integrating factual evidence, and engaging in coherent, logical reasoning. This study confirms that the CER framework serves as a robust cognitive scaffold, making it a recommended instructional strategy for developing intellectual rigor and persuasive communication skills. |\n| --- |\n| Keywords CER framework, argumentative writing, logical thinking, evidence-based\u003Cbr>reasoning, and pedagogical effectiveness. |\n\n| Argumentative Components | Pretest Mean | Posttest Mean | N-Gain Score | Effectiveness\u003Cbr>Category |\n| --- | --- | --- | --- | --- |\n| Claim Formulation | 58.4 | 88.6 | 0.84 | High |\n| Evidence Integration | 45.2 | 84.5 | 0.87 | High |\n| Logical Reasoning | 42.1 | 82.3 | 0.86 | High |\n| Total Average | 48.5 | 85.1 | 0.86 | High\u003Cbr>Effectiveness |","cbCaigt1x9oPsKDP","https://ap.wps.com/l/cbCaigt1x9oPsKDP","pdf",549131,19,"English","# Abstract\n# Keywords\n# Argumentative Components","[{\"question\":\"What is the primary goal of this study?\",\"answer\":\"The primary goal is to investigate the integration of the Claim, Evidence, and Reasoning (CER) framework to enhance students' argumentative writing skills.\"},{\"question\":\"What research methodology was employed in this study?\",\"answer\":\"A mixed-method approach was used, combining qualitative descriptive analysis with a pre-experimental design involving quantitative and qualitative data collection and analysis.\"},{\"question\":\"What were the main findings of the study regarding students' argumentative writing?\",\"answer\":\"The study found a significant improvement in all argumentative components, with an N-Gain score of 0.86, demonstrating students' transition from subjective opinions to structured, evidence-based discourse.\"}]","ID-9263 (Published) | PDF",7]