Asian Journal of Education and Social Studies

This study aims to determine the effect of the RICOSRE learning model supported by Miro on students' scientific argumentation skills in ecosystem material. The study design used is a nonequivalent pretest-posttest control group design. This study was conducted in 10th Grade at a senior high school in Tasikmalaya, Indonesia, from September 2024 to May 2025. The population in this study was all tenth grade classes, consisting of 12 classes. The sampling technique used purposive sampling. We involved three classes as the experimental class, positive control class, and negative control class. The study was conducted by applying the treatment to the experimental class, which used the RICOSRE learning model supported by Miro. Meanwhile, the positive control class used the RICOSRE learning model, and the negative control class used the discovery learning model. Scientific argumentation skills were measured using a test instrument consisting of 13 essay questions covering three components: claim, evidence, and reasoning. The data analysis technique used was ANCOVA with P = .05, followed by pairwise comparison using the LSD test. Although the effectiveness of RICOSRE and Miro has been studied separately, no research has examined the integration of the two to improve students' scientific argumentation skills in biology, particularly in the material on ecosystems. The results of the ANCOVA test analysis showed a significance value of .000, meaning that the sig. value was < .05, indicating a significant effect on students' scientific argumentation skills in the use of different learning models in each class. Further testing using the LSD test showed that the Miro-assisted RICOSRE learning model was more effective than classes using RICOSRE and classes using discovery learning. Based on this, it can be concluded that the RICOSRE learning model supported by miro has a significant effect on improving students' scientific argumentation skills.