Feasibility and Effectiveness of Culturally Sustaining Inquiry-based Learning Integrated With Socio-scientific Issues for Enhancing Critical Thinking on Climate Change
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Amid the global climate crisis, science education must move beyond neutral knowledge delivery toward fostering critical thinking, environmental ethics, and scientific agency. This study explores the feasibility and effectiveness of a Culturally Sustaining Inquiry-Based Learning model integrated with Socio-Scientific Issues (CSIL-SSI) to enhance upper-secondary students’ critical thinking on climate change (CC). The model combines inquiry-based learning and SSI while incorporating students’ local culture and indigenous knowledge. A mixed-method approach involved classroom observations and pre-post critical thinking tests analyzed using a right-tailed paired-sample t-test. Results showed high feasibility (M= 4.00) in most aspects, though some challenges were noted in group dynamics and student reflection. The t-test indicated a significant improvement in post-test scores (p < .05), confirming the model’s effectiveness. These findings support CSIL-SSI as a feasible and impactful framework that promotes culturally relevant, critical engagement with climate issues. Broader implementation and further research are recommended to explore its long-term impact and adaptability in varied educational settings. Keywords: culturally sustaining pedagogy, inquiry-based learning, socio-scientific issues, climate change, critical thinking.
Institution: Sebelas Maret University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4413126768