Putu Anindita Widhiya Putri, Sri Rahayu, Hayuni Retno Widarti, Yahmin Yahmin
The 2022 G20 Summit agenda emphasized a sustainable energy transition to solve global complex issues. Multidisciplinary energy transition planning and execution incorporate chemistry. A sustainable energy transition depends on thermochemistry issues and applications, which must be assessed from heat, fuel combustion efficiency, environmental, economic, and social viewpoints. A three-week thermochemistry course at Universitas Negeri Malang taught undergraduate chemistry students how chemistry helps solve SDGs problems. This quasi-experimental pretest-posttest control group study assessed digital literacy and scientific argumentation. Digital literacy was examined using a two-tier hydrogen fuel test instrument (r=0.947) and scientific argumentation with an argumentation skills test instrument (r=0.855). Digital literacy is largely foundation (level 1) and intermediate (level 2), however 8.6% of students can argue scientifically. After studying about the energy transition using Argumentation and Digital Literacy (ADL), students' digital literacy improved to advanced level and 68.5% of their responses were higher-level arguments. Learning treatment's impact on digital literacy and scientific reasoning was quantified using a paired-sample t-test and N-Gain Score. The moderate N-Gain values of 0.58 and 0.56 demonstrate that SDG-based learning strategies can significantly increase scientific argumentation and digital literacy. © Published under licence by IOP Publishing Ltd.
Chemistry Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Semarang St. 5, Malang, Indonesia; Chemistry Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
