Bridging Scientific Literacy and Sustainability Awareness via 7E Inquiry Learning: A Digital Simulation Approach
DOI:
https://doi.org/10.46328/ijtes.8393Keywords:
Inquiry learning cycle, 7E, PISA 2025 framework, Scientific literacy, Sustainability awareness, Digital simulation approachAbstract
As global educational standards shift toward addressing environmental crises, integrating sustainability values into science curricula has become imperative. This study develops a 7E inquiry learning cycle model integrated with digital simulations designed to enhance students' scientific literacy, anchored in sustainability awareness and the PISA 2025 framework. Using the Plomp research and development model, the study involved Science Education students selected via purposive sampling. Data were collected through expert validation sheets, scientific literacy tests, and a sustainability awareness questionnaire. The results indicate that the developed model and digital simulation-based learning devices achieved "very high" validity and practicality, with one-to-one (81.96%) and small group (85.45%) evaluations confirming their readiness for classroom implementation. Effectiveness tests revealed that the 7E digital simulation model, sustainability awareness, and their interaction significantly improved students' scientific literacy. The effect size (partial eta squared) demonstrated a robust influence from the learning model (ηp2 = 0.83) and sustainability awareness (ηp2 = 0.74).These findings suggest that bridging inquiry learning with digital tools effectively fosters the dimensions of explaining phenomena and interpreting scientific data within a value-based framework. This research contributes to the discourse on how higher education can cultivate responsible citizenship by embedding sustainability and digital-interactive inquiry as core values in science learning, aligning with the evolving requirements of the PISA 2025 framework.
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