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This research aimed to investigate how to use context-based-learning with argumentation for promoting students’ environmental literacy in natural resources and environment and to study the effect of promoting environmental literacy after using context-based-learning with argumentation. The action research was applied. Data was collected from 30 students of grade 10. Research instruments consisted of 1) three learning management plans in natural resources and environment, 2) reflecting form of learning management, 3) evaluation form of environmental literacy, and 4) worksheet reflected environmental literacy. The findings showed that learning management by context-based-learning with argumentation for promoting students’ environmental literacy in natural resources and environment should start with engaging using students’ local environmental issues, problem understanding for identification of stakeholders and asking questions about relationship between cause and effect, inquiring and presenting of information from various and reliable sources, arguing for the best way of solution under the classroom agreement, and public presenting and reflecting of the solutions by students who are part of community and society. Additionally, students’ environment literacy increases from medium level (56.67 points) to high level (83.75 points).
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