Abstract
This study aims to determine the role of worldview perspective on science students’ decision-making process by a socio-scientific issue-based instruction through an integrated Science Technology Engineering and Mathematics (STEM) education. Understanding the decision-making process in complex themed learning is one of the most important instruments in understanding the way students think. The participants were one hundred and nine junior-high-school students from two different schools. Furthermore, the method used was a pre-experimental design with two collective groups, namely the pre-and posttest, starting with an educational study design. The results showed that there was a different perspective pattern based on the worldview perspective on students’ initial decisions. Furthermore, interventions with socio-scientific issues (SSI) based instruction through integrated STEM education provided significant dynamics of change in the final science decision made by the students on the basis of a worldview perspective and gender. Some practical implications were extremely discussed, such as the crucial role of the teacher during a complex lesson topic. Therefore, this study makes an indispensable contribution to the development of the knowledge of science teaching practice, especially on how a decision-making process occurs by a socio-scientific issue-based instruction through integrated STEM education.
Highlights
Indonesia is a country known for its strong culture and religion
This study aims to determine the role of worldview perspective on science students’ decisionmaking process by a socio-scientific issue-based instruction through an integrated Science Technology Engineering and Mathematics (STEM) education
There was no significant difference in the initial decision based on gender
Summary
Indonesia is a country known for its strong culture and religion. All activities of its community life, including in the education field, are closely related to these two values (Lie, 2015; Wahono & Chang, 2019). It is not surprising that topics on science and technology are always accompanied and linked to the discussion with the norms and values prevailing in Indonesia’s culture and religion. This situation has made several potential topics controversial (Subiantoro, 2017), one of which is genetically modified organisms (GMOs). In a general context, Petousi and Sifaki (2020) argue that a condition of losing trust in the science due to any research misconduct potentially emerges some socio-scientific issues in the global society. On how the initial knowledge influenced by culture and religion is organized and becomes the basis for their scientific considerations, especially in dilemma learning settings (e.g., socio-scientific issue)
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