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Scientific argumentation skills are needed by prospective Biology teacher because these skills are related to scientific thinking skills. Previous studies have reported that the ASICC learning models has been developed and effective in improving critical thinking and collaboration skills of students with different academic abilities. This study aims to determine the effect of implementing the ASICC learning strategy on students^ scientific argumentation skills. This research was conducted using a quasi-experimental design with a non-equivalent pre-post-test control group design in three senior high schools in East Java. The instruments used in this study were valid and reliable. Data of scientific argumentation skills were collected and scoring by using the essay test answer sheet. The scoring rubric was arranged by using Toulmin's Argument Pattern (TAP) that consisting of claims, evidence, reasoning, and rebuttal. Ancova was used to analyze the data. Aspects of scientific argumentation were analyzed by using N-Gain. This study revealed that there was a significant difference in the scientific argumentation skills of students with low academic abilities in the experimental and control class. The reasoning and rebuttal aspects of students have increased but are still low. Scientific argumentation skills need to be continuously empowered by applying the ASICC learning model. [ABSTRACT FROM AUTHOR]