Putu Anindita Widhiya Putri, Sri Rahayu, Hayuni Retno Widarti, Yahmin Yahmin, Oktavia Sulistina
This study assessed the effectiveness of the Issue Exploration, Conceptualization, Argumentation, Design, and Exchange (ICADE) learning strategy in enhancing preservice chemistry teacher students’ digital literacy and written and spoken argumentation skills. An embedded mixed-methods design was employed with quantitative data as the primary data. The sample comprised 88 first-year chemistry students at a public university in Malang, Indonesia. The participants were divided into three groups: the experimental group 1 (N = 35) was taught using the ICADE strategy, the experimental group 2 (N = 24) was taught using the ADI (argument-driven inquiry) strategy, and the control group (N = 29) was taught using the conventional strategy. Treatments were administered in hybrid form for 19 meetings (100 min each). Quantitative data were collected using a two-tier digital literacy skills test with a hydrogen fuel context (r = 0.947) and a scientific argumentation skills test (r = 0.80), whereas qualitative data were collected using argumentative discussion recordings, semi-structured interviews, observations, and field notes. Quantitative data were analyzed using statistics; qualitative data were analyzed descriptively and the data were triangulated. Experimental group 1 outperformed the two other groups in digital literacy skills and spoken scientific argumentation, but only outperformed group 3 in the written argumentation test. The qualitative analysis revealed the significance of scaffolding in improving performance. These findings imply that the scope of digital literacy in educational activities encompasses all essential digital literacy skills relevant to chemistry education and that the integration of technology can increase the richness of students’ argumentation. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.
Chemistry Department, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Malang, Indonesia; Chemistry Education Program, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
