Empowering Reflective Thinking in Science Classrooms with ADI-STEM Approaches Neni Hasnunidah(a*), Nadya Meriza(a), Wisnu Juli Wiono(a)
Department of Mathematics and Natural Sciences Education, Faculty of Teacher Training and Education, University of Lampung
Abstract
Reflective thinking is essential for scientific reasoning and decision-making in modern education, yet many students struggle to develop this skill. This study aimed to examine the effect of integrating the Argument-Driven Inquiry (ADI) model with Science, Technology, Engineering, and Mathematics (STEM) principles-referred to as the ADI-STEM model-on students^ reflective thinking in biotechnology learning. Using a quasi-experimental design with pretest-posttest control groups, 64 tenth-grade students were divided into an experimental group (ADI-STEM) and a control group (Discovery Learning). Data were collected through validated reflective thinking tests, observation sheets, and student response questionnaires.The results showed that the ADI-STEM group achieved significantly higher posttest scores and N-Gain values compared to the control group, with the highest gains in the reacting indicator and a medium effect size. Implementation fidelity was high, and student responses indicated strong engagement and appreciation for the model^s collaborative and inquiry-oriented nature. The integration of interdisciplinary problem-solving with scientific argumentation supported students in making evidence-based reflections and decisions. These findings suggest that the ADI-STEM model is an effective instructional strategy for enhancing reflective thinking in science education. It contributes to the advancement of inquiry-based STEM pedagogy and offers practical guidance for educators aiming to foster critical and reflective learners.
