R. Himmah, B. Jatmiko, B.K. Prahani, M. Budiyanto, Sukarmin, W. Setyarsih
This study aims to test the practicality and effectiveness of the Argument-Driven Inquiry learning model in the context of Education for Sustainable Development (ADI-ESD) on the concept of thermodynamics in improving the science literacy of prospective teachers. The ADI-ESD model integrates a student-centered inquiry approach with sustainability issues, thus providing a learning experience that is relevant to the global challenges of the 21st century. This study uses a quasi-experimental method with a pretest-posttest one-group design. The subject of the study is a new student from the Science Education study program at a university in Surabaya, Indonesia. The data was analyzed using inferential statistics to measure the practicality and effectiveness of the ADI-ESD model on the concept of dynamics in improving the science literacy of prospective teachers. The results of the study show that the ADI-ESD model is not only practical in its implementation but also effective in significantly improving students' science literacy. These findings confirm that learning that integrates inquiry-based approaches and sustainability concepts can enhance understanding of scientific concepts and encourage critical and reflective thinking skills. This study implies that the ADI-ESD model can be widely adapted in the science education curriculum to support the development of science literacy skills of prospective teachers. © Published under licence by IOP Publishing Ltd.
Magister Of Science Education Program, Universitas Negeri Surabaya, Surabaya, Indonesia; Department Of Physics Education, Universitas Negeri Surabaya, Surabaya, Indonesia; Department Of Science Education, Universitas Negeri Surabaya, Surabaya, Indonesia; Department Of Chemistry Education, Universitas Negeri Surabaya, Surabaya, Indonesia
