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This research intends to describe students- argumentative skill and creativity as learning outcomes on STEM-based instruction on water pollution topic. Argumentative skill analyzed through Toulmin Argumentation Pattern (TAP) and classified based on students- argumentation level. STEM-based instruction applied in materials of water pollution during three meetings. The subject of this research is natural science students grade 10 that comprises of 37 students of Darul Hikam International School. Descriptive research design was chosen to describe students- learning outcomes of STEM-based instruction which have stages as follows: 1)identifying problem; 2)brainstorming; 3)design; 4)construct; 5)test/evaluation; 6)sharing solution; and 7)redesign. Two classes of Darul Hikam International School grade 10 were taken totally as participants in this research. Instruments in the form of essay qurestion and worksheet were made to measure students- argumentative skill. Meanwhile, questionnaire, student-s design and product were used to reveal students- creativity. Data analysis shows that STEM-based instruction can facilitate students- communication skill which represented by students- argumentative skill in level 3. It means that students recognize that adequate evidence is needed to support a claim. Besides, STEM-based instruction can arrise students- creativity.