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The purpose of this research is to describe implementation of Socratic Method in increasing student's argumentation skill and cognitive knowledge of pre-service of primary science teacher. This learning syntax in this research consists of four stages namely elicit, clarify, test, and decide. The research method used in this research is Quasy Experiment with Non-equivalent Control Group Design. To know effectiveness of treatment, two groups are given once pretest and posttest. The result of the research shows that two groups have mean difference of pretest-posttest is significantly different for argumentation skill based on Wilcoxon test (sig l 0.05). In addition, the mean difference of posttest-posttest (experiment to control group) is also significantly different based on Withney U test (sig l 0.05). Meanwhile for effectiveness of treatment on experiment group (0.68) is higher than control group (0.46). On the other hands, result of the research shows that two groups have mean difference of pretest-posttest is significantly different for cognitive knowledge based on Wilcoxon test (sig l 0.05). In contrast, the mean difference of posttest-posttest (experiment to control group) is not significantly different based on Withney U test (sig l 0.05). Meanwhile for effectiveness of treatment on experiment group (0.44) is higher than control group (0.23). Over all, implementation of Socratic Method can increase the student's argumentation skill and cognitive knowledge.

MENINGKTAKAN ARGUMENTATION SKILL DAN KEMAMPUAN KOGNITIF CALON GURU IPA SD MELALUI SOCRATIC METHOD