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Students’ argumentation skills both in the learning process and assessment to realize the transformation of the production of quality claim and warrant are very important to be implemented. This study is trying to analyze the process of students’ argumentation skills transformation through a contextual physics learning strategy called “Claim and Warrant”. This study used descriptive survey method with eleven grade student in Bandar Lampung as the population. Beside that, cluster random sampling technique was used to specify the sample. A complex problems as an exercise were given to thirty two senior high school students in order to produce alternative statements and the basis of theoretical-evidence relations. The data were obtained through reasoned multiple choice tests with feedback andanalyzed through a feedback-assessment process. The results showed the increasing of students’ argumentation skills in form of production of alternative statements and counter.

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This study aims to determine the effectiveness of the flipped classroom using e- module to improve understanding of the light concept, analyze the trend of increasing student concept understanding, and analyze the weaknesses of e-module instructional activities. This research method is the concurrent embedded mix method. The research design is a one-group pretest-posttest design. The subjects involved 22 students of IAIN Palangka Raya and Hamzanwadi Selong University. The sample was selected by cluster random sampling. Quantitative data were collected using a two-tier test. Qualitative data were collected through interviews and observations. Quantitative data analysis technique using t-test. Qualitative data were analyzed descriptively qualitatively. The results showed that: 1) There was a significant increase in student’s conceptual understanding after the implementation of the flipped classroom using e-module, 2) The trend of increasing concept understanding in the low category was 18%, the medium category was 68%, and 14% in the high category, and 3) The weakness of this e-module is that there are no hand-on and scaffolding-oriented instructional activities to empower explanations. scientific in elaborating concepts.