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The important challenge in science education is improving students- scientific literacy, including argumentation skill. Argumentation skill was crucial to address the problem related to scientific issues that occurs in every aspect of lives. The Science Writing Heuristic (SWH) approach has been used succesfully created an environment that forces students to construct their knowledge through argumentation process. The purpose of this current study was to implement the SWH approach to develop chemistry students- argumentation skill in general chemistry laboratory class. The students in the experiment class were required to construct argument using writing as tool for scientific investigation process. In contrast, students in the control groups learned science in traditional scientific approach setting. The results show that students who recevided traditiona scientific approach laboratory instruction approach scored lower on various aspect of argumentation aspects, suggesting the SWH-based laboratory instruction is valuable in promoting students- argumentation skill.