THE USE OF FACTS AND DATA IN ARGUMENTATIVE WRITING INSTRUCTION USING THE GROUP INVESTIGATION MODEL FOR VOCATIONAL HIGH SCHOOL STUDENTS

Abstract

This study aimed to examine the effectiveness of utilizing facts and data in improving tenth-grade students' argumentative writing skills at Muhammadiyah Kramat Vocational High School. A quantitative approach was employed using a Nonequivalent Control Group Posttest Design involving two groups. The experimental group participated in learning activities through the Group Investigation model, while the control group received conventional instruction. The research population comprised all tenth-grade students, with Class X TO-8 assigned as the experimental group and Class X TO-9 serving as the control group. Data were processed using SPSS versions 26.0 and 30.0 through a series of statistical analyses appropriate to the research design. The findings revealed a significance value of 0.000, which was below the 0.05. These findings demonstrate that the implementation of the Group Investigation model has a significant positive effect on students' argumentative writing skills and can be considered an effective instructional alternative for tenth-grade learning at Muhammadiyah Kramat Vocational High School.