Abstract
This research explores the application of Bloom's taxonomy as a tool to enhance students' argumentation skills in academic writing. The professional development goal focuses on developing students' academic writing skills through the strategic implementation of Bloom's taxonomy strategies, specifically analysis, synthesis, and evaluation. The study aims to improve students' academic essay argumentation by cultivating higher-order thinking skills. The research is prompted by the identified knowledge gap in students' writing skills, including low argumentative writing, lack of high-order thinking skills, and insufficient interdisciplinary integration. The action research plan addresses these gaps and proposes new approaches to enhance students' academic essay writing skills.