Students empowerment in chemistry learning through the integration of dilemma teaching pedagogy in plastic waste

Abstract

The research aimed to engage students in reflecting their values through the integration of dilemma teaching pedagogy in chemistry classroom. Dilemmas stories have been engaged students in values awareness through critical and dilemma thinking in the issues of plastic waste. The research was conducted in four secondary schools in Indonesia with 457 students, with depth case study in two classrooms of year 12. The mixed-method study as a methodology provided different perspectives to understand the participants. The survey as quantitative data collection used The Constructivist Values Learning Environment Survey (CVLES), followed by qualitative data through semi-structured interviews, and classroom observations. The CVLES obtained perceptions of student engagement with the story, the teacher's supportive role, critical thinking skill development, and students' learning to listen actively and think about the chemistry learning. The results show that the students and the researcher engaged in critical reflection on their values, collaboration with others, on their roles in participating in environmental education, social issues, and in deep chemistry learning. In addition, the dilemmas stories play important roles in developing character education which is relevant to new Indonesia curricula.