Ratna Kumala Dewi, Sri Rahayu, Woro Sumarni
This study addresses how integrating Ethno-Socioscientific Issues (Ethno-SSI) into inquiry-based instruction can strengthen critical thinking in chemistry teacher education, particularly by linking local sociocultural contexts. Using an explanatory sequential mixed-methods design, we conducted a quasi-experimental non-equivalent control group study with 109 preservice chemistry teachers from a public university in East Java, Indonesia. The intervention group (n = 56) received an inquiry-based Ethno-SSI- integrated approach, whereas the comparison group (n = 53) received guided inquiry. Quantitative data were collected using a critical-thinking test aligned with Ennis-s indicators, and qualitative data were obtained from questionnaires, interviews, and classroom observations to explain the quantitative trends. Test scores were examined using ANCOVA, and effect sizes were estimated using partial eta-squared. Results indicated a statistically significant and substantial effect of the Ethno-SSI- integrated inquiry instruction on critical thinking (F(1,77) = 64.596, p <.001, partial η2 =.456), with higher adjusted posttest means for the intervention group (M = 81.92) than the comparison group (M = 73.10). Qualitative findings corroborate these results, indicating that the Ethno-SSI context supports meaningful problem framing, evidence evaluation, and argumentation, thus encouraging more analytical and reflective reasoning. This study provides empirical support for the integrated investigation of Ethno-SSI as a pedagogical approach to enhance preservice chemistry teachers' critical thinking through evidence-based and culturally grounded chemical reasoning. © 2026 The Authors, published by EDP Sciences.
Chemistry Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, East Java, 65145, Indonesia; Chemistry Department, Faculty of Tarbiyah and Teacher Training, UIN Sayyid Ali Rahmatullah Tulungagung, Tulungagung, 66221, Indonesia; Chemistry Department, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Central Java Sekaran Campus, Semarang, 50229, Indonesia
