The Effect of Collaborative Reasoning Strategy on Elementary School Students' Argumentative Writing Skills
DOI:
https://doi.org/10.22437/gentala.v11i2.55910Keywords:
Collaborative Reasoning, Argumentative Writing, Short Stories, Elementary School StudentsAbstract
This study aimed to examine the effect of the Collaborative Reasoning (CR) strategy, supported by short stories, on the argumentative writing skills of fifth-grade elementary school students. The study was conducted at SDS IT Luqman during the second semester of the 2025/2026 academic year. A quasi-experimental design with a nonequivalent control group was employed. The participants comprised 38 fifth-grade students selected through purposive sampling, with 19 students assigned to the experimental group and 19 to the control group. Data were collected using an argumentative writing essay test and analyzed through descriptive and inferential statistics, including an independent samples t-test. The results showed that the experimental group achieved a higher mean score in argumentative writing (M = 74.61) than the control group (M = 61.32). Furthermore, the independent samples t-test revealed a statistically significant difference between the two groups (p = 0.004 < 0.05). These findings indicate that the Collaborative Reasoning strategy, supported by short stories, was effective in improving the argumentative writing skills of fifth-grade elementary school students.
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