doi: 10.18178/ijiet.2025.15.8.2361
Effect Adaptive Inquiry-Based Learning Model and Group Discussion-Based Learning on the Environmental Knowledge and Sustainability Competencies
Rima Meilita Sari1,*
,
Ridhwan Ridhwan2 ,
Faiz Urfan1 ,
Tengku Muhammad Sahudra1 , ,
Suri Purnama Febri4 ,
Ravinesh Rohit Prasad5
- 1Geography Education Department, Faculty Teacher Training and Education, Universitas Samudra, Langsa City, Indonesia
- 2Geography Education Department, Faculty Teacher Training and Education, Universitas AlWashliyah Darussalam Banda Aceh, Banda Aceh City, Indonesia
- 3Geography Department, Faculty of Social Science, Universitas Negeri Malang, Malang City, Indonesia
- 4Aquaculture Department, Faculty of Agriculture, Universitas Samudra, Langsa City, Indonesia
- 5Social Science Department, School of Arts and Humanities, Fiji National University, Suva, Fiji
- Manuscript receivedJanuary 9, 2025
- revisedFebruary 25, 2025
- acceptedMarch 3, 2025
- publishedAugust 7, 2025
Abstract
Environmental education plays a crucial role in enhancing students’ sustainability competencies, yet challenges remain in identifiying effective learning models. This article aims to reveal the effects of the adaptive inquiry-based learning model and Group discussion-based learning on the environmental knowledge and sustainability competencies of students. This article also reviews the influence of gender differences on environmental knowledge and sustainability competencies. The research was conducted among high school students in Aceh, Indonesia, with a population of 267 high school students. Using slavin sampling technique, 160 students was selected. The research method used quantitative research from an quasi experimental design with a pretest-postest control group design. Data were collected using Geiger’s Environmental Knowledge Test and sustainability competency assessment rubric from Doucette et al., which had been validated for reliability and content accuracy. The analysis utilized Multivariate Analysis of Variance (MANOVA). The results show that adaptive inquiry-based learning is influential and has a strong effect than group discussion-based learning on environmental knowledge and sustainability competencies. However, there is no influence between man and woman on environmental knowledge and sustainability competencies. Practical implications of learning using adaptive inquiry-based learning are discussed and elaborated.
Keywords
- adaptive learning
- inquiry learning
- group discussion learning
- environmental knowledge
- sustainability competencies
How to Cite
Rima Meilita Sari, Ridhwan Ridhwan, Faiz Urfan, Tengku Muhammad Sahudra, Tuti Mutia, Suri Purnama Febri, and Ravinesh Rohit Prasad, "Effect Adaptive Inquiry-Based Learning Model and Group Discussion-Based Learning on the Environmental Knowledge and Sustainability Competencies," International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1597-1606, 2025. https://doi.org/10.18178/ijiet.2025.15.8.2361
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).