Improving Students’ Sustainability Awareness through Argument-driven Inquiry

Abstract

Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students’ sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.

Students' Critical Thinking Skills and Sustainability Awareness in Science Learning for Implementation Education for Sustainable Development

“…Concern for the environment is very important for life today, or in the future because the lack of environmental awareness has caused a lot of environmental damage. Sustainability awareness can be built with knowledge and awareness of what to do or not (Salsabila et al, 2019). The total mean of 3.65 indicates that the level of sustainability awareness of students at the three State Junior High Schools in Bogor is a moderate level.…”

Advancing Students’ Environmental Sustainability Awareness Through Science Mobile Learning: A Literature Review

“…Based on a review of several articles, the main aspects that form the basis of ESA [6], [8], [9], [12], namely (1) emotional, (2) attitude, and (3) practices of sustainability awareness as set out in Table 1. In conclude, ESA is a student competency to explain, experiment, and interpret data scientifically so that it can solve problems or issues in a personal, local, national and global context.…”

“…Therefore, this is a challenge for teachers to build or increase student awareness of environmental sustainability [5]. Some studies have shown that secondary school students had a good awareness of environmental problems but had not changed in practice [6], [7], [8], [9]. The practice of sustainability awareness aspect is the lowest percentage among other aspects.…”

Application of the Argument-Driven Inquiry Learning Model in Stimulating Students' Scientific Argumentation Skills on Acid-Base Material

“…As an example of the global warming phenomenon, argumentation serves as a supporter and assists students in explaining the phenomenon. Students can explore more ideas about how and why global warming occurs (Salsabila et al, 2019). In addition, the phenomenon that is currently happening is the Covid-19 disease (Barrot et al, 2021;Busyra & Sani, 2020;Ode et al, 2021).…”