Eclet. Quim. 50 | e-1575, 2025 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 1/19 1State University of Malang, Chemistry Education Study Program, Malang, Indonesia. 2UIN SATU Tulungagung, Chemistry Education Study Program, Tulungagung, Indonesia. 3State University of Semarang, Chemistry Education Study Program, Semarang, Indonesia. +Corresponding author: Sri Rahayu, Phone: +628123394825, Email address: sri.rahayu.fmipa@um.ac.id Original Article, Education in Chemistry and Correlated Areas Critical thinking skills of prospective chemistry teachers in chemistry learning with Ethno-Socio-Scientific issues integrated inquiry Ratna Kumala Dewi1,2 , Sri Rahayu1+ , Muntholib Muntholib1 , Woro Sumarni3 Abstract This study aims to develop a valid and practical Ethno-SSI integrated inquiry strategy to improve the critical thinking skills of prospective chemistry teachers. The research method used is Plomp’s research and development model, with a convenience sampling technique obtained from a sample of 52 prospective chemistry education teachers at one of the universities in Indonesia. Data was collected through observation, a critical thinking test, and a questionnaire. Data analysis was carried out qualitatively and quantitatively. The results of strategy development obtained a new syntax called OETACA (orientation, exploration, transformation, argumentation, conclusion, and application) with a content validity score of 0.83 and construct 0.93. The results of improving critical thinking skills on a small scale get an N-Gain score of 0.7 in the high category supported by the perceptions of prospective chemistry teachers who strongly agree (43%) and agree (41%) to implement the Ethno-SSI integrated inquiry strategy in chemistry learning in the classroom. Article History Received June 12, 2024 Accepted August 31, 2024 Published February 12, 2025 Keywords 1. critical thinking skills; 2. prospective chemistry teachers; 3. Ethno-SSI; 4. inquiry. Section Editors Habiddin Habiddin Natany Dayani de Souza Assai Highlights Ethno-SSI is a combination of ethnoscience and Socioscientific Issues. Religion, environment, culture, health, and society. Orientation, exploration, transformation, argumentation, conclusion, application. Thermochemical material in the context of burning snail satay. Controversial, dilemmatic, and complex issues. https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://ror.org/00ypgyy34 https://ror.org/04xeap310 https://ror.org/02fsk7e17 mailto:sri.rahayu.fmipa@um.ac.id mailto:ratna.kumala.2203319@students.um.ac.id mailto:sri.rahayu.fmipa@um.ac.id mailto:muntholib.fmipa@um.ac.id mailto:worosumarni@mail.unnes.ac.id https://orcid.org/0000-0003-0086-1882 https://orcid.org/0000-0002-5204-4756 https://orcid.org/0000-0002-3335-5380 https://orcid.org/0000-0002-5865-087X Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 2/19 1. Introduction The development of education in the 21st century requires students to have a strong understanding of content areas such as math, language, and science (Boholano, 2017; Council, 2012), and also to various skills such as critical thinking, problem-solving, communication, collaboration, and curiosity (Tan et al., 2017; Wahono et al., 2021). These skills are needed to face future global challenges (Lee et al., 2012). Innovation in education is required so that the educational process is in line with the circumstances and needs of prospective chemistry teachers in the 21st century. Therefore, educational practices that were initially only in the form of transferring knowledge from lecturers to students are no longer effectively used to prepare young people who will be competent in the 21st century: student-centered learning that will provide opportunities for students to develop their interests and talents (Boholano, 2017); learning that develops the ability to gather information from all sources so that there is a long-life learning process (Lee et al., 2012); the use of Information and Communication Technology (ICT) and various virtual devices provides flexibility to find quality learning resources (Dewi et al., 2019); emphasizing hands-on learning (Fuad et al., 2017); developing soft skills of critical thinking, creativity, problem- solving, collaboration, and social interaction (Rahayu, 2017); and providing flexibility in the learning process (Hussin, 2018). Critical thinking skills are part of High Order Thinking Skills (HOTS), one of the skills needed and needs to be continuously trained so prospective chemistry teachers can survive in the 21st century (Barak and Dori, 2009; Tajudin and Chinnappan, 2016). Choi et al., (2011) research results show that one of the aspects developed in the dimensions of science literacy in the habitual thinking domain is critical thinking skills. This skill is the basis for solving challenging problems in the 21st century that occur in a global society (Boholano, 2017). Ennis (1990) mentions that critical thinking aims to decide what to believe or do reasonably, using reasoning and logic in thinking and learning the truth based on specific thinking patterns (Ennis, 2011a). A different definition is given by Facione (2011), who states that critical thinking is a mind that aims to prove a point/opinion, interpret something meaningful, and solve problems (Facione, 2011). Although several theories and educators have developed definitions and conceptualizations of critical thinking, studies on factors influencing critical thinking skills still need to be completed (Kwan and Wong, 2015), especially in chemistry learning. Prospective chemistry teachers must be able to understand the characteristics of chemistry, namely being able to explain phenomena macroscopically, submicroscopically, and symbolically; investigate the dynamics of processes and energy changes during chemical reactions by conducting investigations; and explain chemical processes in life (Suwahyu and Rahayu, 2023). Prospective chemistry teachers instil in themselves that chemistry is essential, that chemistry exists in life, and that all life processes have chemistry so that when they graduate, they can provide understanding directly to the community (Putri et al., 2022). In addition, chemistry is full of sometimes confusing language terminology, so it is necessary to introduce scientific language to prospective chemistry teachers so that they can use chemical languages correctly (Bechtel, 2016). Chemistry learning has rarely been given issues that prospective teachers can debate, such as socioscientific issues (Rahayu et al., 2020). The case of socioscientific problems is characterized by controversial contemporary issues; ethical, moral, and dilemmatic elements raise debate and the need to make decisions in solving SSI problems (Sadler and Zeidler, 2005; Zeidler et al., 2019). SSI cases can be used to dialogue, discuss, and debate, among the characteristics of science-literate people (Barrue and Albe, 2013; Herman et al., 2019; Leung, 2022). These SSI cases are essential in chemistry education because they can be used as more relevant science learning in life, improving learning outcomes, argumentation skills, scientific information, critical thinking, and other essential aspects supporting science literacy (Borgerding and Dagistan, 2018; Chen and Xiao, 2021; Fadly et al., 2022; Presley et al., 2013; Rahayu, 2019). SSI can train critical thinking skills because it involves social-scientific, moral, and ethical issues, and considers various different perspectives in decision-making (Genel and Topçu, 2016; Herman et al., 2021; Sadler and Donnelly, 2006; Zeidler et al., 2009). In the context of SSI, prospective chemistry teachers are trained to think critically by being confronted with global and contextual problems that require them to analyze data, evaluate, and draw logical conclusions based on scientific evidence (Eastwood et al., 2012; Herman et al., 2019; Rahayu, 2021). Several research results show that the critical thinking skills of prospective chemistry teachers are still low (Hunnicutt et al., 2015; Mitarlis et al., 2020). Based on observations of early semester students in one of the universities in Indonesia, many problems need to be solved to enhance students’ critical thinking and chemical literacy. This can be seen from the low understanding of student concepts; students need help based on existing evidence, facts, and theories when being given questions on chemical topics. Then, students need to be able to design scientific inquiry activities by using correct procedures before carrying out practicum activities. Furthermore, interest in chemistry and students’ level of awareness in responding to current chemistry-related issues still need to be improved (Sulistina et al., 2021). Communication skills such as dialogue, discussion, and debate are rarely implemented in class so students become passive in learning chemistry and their critical thinking skills become low (Winarti et al., 2024). Students currently acquire knowledge only based on what is given by the lecturer, not looking for themselves from various other sources relevant to the material being taught, so their concept knowledge and their perception toward meaningful topic in daily life is still low (Wiyarsi et al., 2021). Several studies have been done to improve the critical thinking skills of prospective chemistry teachers using various models and approaches but some of the results are not optimal (Abdurrahman et al., 2020; Aiman et al., 2020; Cahyarini et al., 2016; Sutiani et al., 2021; Zidny et al., 2020). There was no significant difference between the critical thinking skills of prospective chemistry teachers in the control class and the experimental class with the inquiry model (Qing et al., 2010). Furthermore, the Scientific Critical Thinking (SCT) of prospective chemistry teachers can be improved with the inquiry-PBL model, but the results are not optimal (Yuanita et al., 2019). Irwanto et al., (2019) used POGIL, but the results were still insignificant in improving prospective chemistry teachers’ critical thinking and problem-solving skills. Prospective chemistry teachers’ science process and critical thinking skills were still low due to a lack of experience in inquiry-based laboratories (Irwanto et al., 2019). ABI (Argument-based inquiry) affected the critical thinking skills of prospective chemistry teachers but had limitations, namely the need to conduct a more detailed analysis of indicators and trends in critical thinking skills (Sönmez et al., 2019). The three-level inquiry-based chemistry learning given to prospective teachers did not significantly improve critical thinking skills (Muskita et al., 2020). The critical thinking skills of students taught with the inquiry learning model were not strong enough, generally at the medium and low levels. Based on the results of various studies https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 3/19 above, it can be concluded that many studies use inquiry to improve critical thinking skills, although the results are less than optimal (Arsal, 2017). This is because this inquiry model focuses on active student participation, the ability to ask scientific questions, and student involvement in investigations to find answers to scientific questions to improve their critical thinking skills (Council, 2018; Goldkuhl, 2008). Theoretically, the weaknesses of the various inquiry models above can be overcome by improvements or innovations in strategies, approaches, and steps so that the results of these improvements will be able to improve the critical thinking skills of prospective chemistry teachers by using the context of local wisdom and SSI. Currently, the complexity of SSI in the context of local wisdom has been studied by several researchers worldwide in the fields of environment, health, socio-politics, and socio-culture. SSI problems in the environmental field include biofuels (Dauer et al., 2021; Nida et al., 2021a), nuclear power plants (Jho et al., 2014; Wang et al., 2018; Yuenyong, 2013), water pollution (Ladachart and Ladachart, 2021; Owens et al., 2022), air pollution (Herman et al., 2021), and global warming (Nida et al., 2021b). In the health sector, they include Genetically Modified Food (GMO) (Lederman et al., 2014), unslaughtered animals, synthetic food, artificial meat (Adal and Cakiroglu, 2022), uterine borrowing (Raveendran, 2021), malnutrition, toxicity (Waard et al., 2020), cloning, abortion, and HIV-positive children (Bencze et al., 2020). Local wisdom-based SSI in the socio-political field includes cases of discrimination, racism, colonialism, social justice power in South Africa (Diwu and Ogunniyi, 2013), waste-to-energy plants (Dawson and Carson, 2020), animal welfare issues, and whale killing methods (Grace et al., 2015). Meanwhile, local wisdom- based SSI in the socio-cultural field includes traditional rituals (Mavuru and Ramnarain, 2020), myths (Canel-Çınarbaş and Yohani, 2019), gender differences, social norms, religion, and beliefs (Raveendran, 2021; Wahono et al., 2021). Some of these research problems have not taken the context of controversial regional culinary specialities and traditional herbs, so researchers are interested in developing this research. Ethno-SSI is a combination of ethnoscience and Socioscientific Issues. The SSI approach in the context of local wisdom has developed many research variables on critical thinking skills (Nida et al., 2021b; Raveendran, 2021; Yacoubian, 2020; Zidny and Eilks, 2022). Critical thinking skills are one of the higher-order thinking skills (HOTS) whose activities include analyzing, evaluating, and reasoning (Ennis, 2011b; 2013). This ability is essential to develop the potential possessed by prospective chemistry teachers to analyze and solve SSI problems within the context of local wisdom. Prospective chemistry teachers with critical thinking have opened their minds to formulate problems correctly, collect information appropriately and relevantly, interpret ideas, make conclusions accompanied by reasons, communicate effectively, and find solutions to complex problems (Ennis, 2011b; Kölbel and Jentges, 2018; Masni et al., 2020). Research questions: 1. How to develop a valid and practical Ethno-SSI integrated inquiry strategy? 2. What are the results of critical thinking skills of prospective chemistry teachers using the Ethno-SSI integrated inquiry strategy? 3. What is the perception of prospective chemistry teachers using the Ethno-SSI integrated inquiry strategy? 2. Method 2.1. Research design The method used in this research is Research and Development. This research produces a product in the form of an Ethno-SSI integrated inquiry strategy to improve the critical thinking skills of prospective chemistry teachers using Plomp’s model. Plomp’s development model in this study consists of three stages shown in Fig. 1, namely (1) preliminary research (initial investigation with needs analysis and problem identification); (2) Development or Prototyping phase Initially (development and implementation of prototypes/products); (3) Assessment phase (assessment and evaluation) (Plomp et al., 2013). Figure 1. Flow of Research and Development learning strategy according to Plomp et al. (2013) model. 2.1.1. Preliminary research Activities at this stage aim to explore initial data or information in developing learning strategies. Activities carried out in preliminary research include: (1) Identifying various problems related to the context of Ethno-Socioscientific Issues in Essential Chemistry Learning. The problems studied must contain elements of local wisdom that are controversial and dilemmatic in society https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 4/19 regarding health, religion, culture, society, and the environment. This supports orientation activities consisting of problem identification and problem formulation used in learning strategies; (2) Reviewing learning theories that become the foundation in developing inquiry learning strategies based on Ethno- Socioscientific Issues; (3) Analyze the requirements for developing learning strategies, such as suitability to the curriculum, student conditions, number of lesson hours, learning environment, and field conditions for direct exploration activities; and (4) Formulate a rationale for the importance of developing an inquiry strategy integrated with Ethno-Socioscientific Issues to improve the critical thinking skills of prospective chemistry teachers. 2.1.2. Prototyping phase or prototype development At this stage, activities are advanced from problem identification in preliminary research to designing problem- solving. In solving the problem, the teacher must divide the activities into coherent stages so that they become a unified whole. The solution to the problem developed in this study resulted in a prototype design that was implemented in the form of: (1) an academic manuscript or book of inquiry strategy based on Ethno- Socioscientific Issues; and (2) Learning tools or instruments consisting of RPS (Semester Lecture Plan), Ethno-SSI Context Basic Chemistry students worksheet, PPT, teaching materials and learning videos, and assessment instruments (critical thinking skills test questions). The developed product or prototype is then re- examined for the completeness of each component and then tested for validity by expert validators. 2.1.3. Assessment phase Activities at this stage aim to assess the draft strategy that has been developed. The results of this assessment and consideration will lead to a decision on the next step. The activities at this stage are as follows: (1) Conduct validation related to the prototype designed and developed by expert validators; (2) The assessment results from the validator are then continued by making improvements based on suggestions, criticisms, and input from expert validators; and (3) Collecting, processing, and analyzing data from assessing critical thinking skills by applying the developed Ethno-Socioscientific Issues-based inquiry strategy. Phases of research and development according to Plomp et al. (2013) model Shown in Fig. 2. Figure 2. Phases of research and development according to Plomp et al. (2013) model. 2.2. Sample This research involved one of the state universities in East Java, Indonesia, and took place from August to October 2023. The activity began with exploring Ethno-SSI in Central Java and East Java to be used as a context in chemistry learning. Sampling was conducted during the small-scale trial using the convenience method. The research sample consisted of prospective chemistry teachers (N=52) who taking basic chemistry courses in their first semester. The Basic Chemistry course in this study uses the 2023 department curriculum, learning using guided inquiry, which includes theory and practice in the laboratory. Learning was https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 5/19 conducted for five meetings on Thermochemistry (three meetings in class learning material, one exploration activity in the community, and one practicum activity in the chemistry laboratory). 2.3. Data collection Qualitative data collection (RQ1) was obtained from validation and observation sheets of classroom learning implementation activities and expert validation. Expert validation data in the form of criticisms, suggestions, and opinions about the developed strategy. Quantitative data collection (RQ2) was conducted with a critical thinking test. Meanwhile, qualitative data collection (RQ3) was conducted through questionnaires. 2.4. Test instrument development (RQ2) Test instrument development uses the stages (Define, Design, Develop) developed by Thiagarajan and Ennis’ critical thinking skills framework, which consists of elementary clarification, basic support, interference, advanced clarification, and strategy and tactics. Define: First, analyse the characteristics of prospective chemistry teachers in accordance with the design of developing basic chemistry question instruments integrated with Ethno-SSI to achieve critical thinking skills. Second, develop question instruments based on a concept analysis literature review to identify material that can be integrated with ethno-SSI. Third, indicators of critical thinking skills on the questions should be identified. Design: The second stage was designed by constructing items based on critical thinking skills indicators (elementary clarification, basic support, interference, advanced clarification, and strategy and tactics). Furthermore, we describe each indicator of essential skills of thinking, design questions, and assessment rubrics (question and answer grids), followed by writing items using Indonesian. Develop: The third stage was to develop test instruments that experts validated. Experts were asked to review each question item based on the following criteria: (a) substance and indicators of critical thinking skills to be achieved; (b) clarity of question items in words/phrases/pictures/tables; (c) use of correct Indonesian grammar; and (d) completeness of the question instrument. The test instrument’s validation results received comments/feedback and were then revised to improve the items. Three people carried out material expert validation to evaluate the validity of the product of the Ethno-SSI context critical thinking question instrument. The validation findings produce constructive criticism and suggestions to improve the developed question instrument, which will be evaluated in small groups and field trials. During the validation process, qualitative and quantitative data will be collected. Qualitative data consists of suggestions, criticisms, responses, and input derived from validator comments. Quantitative data consists of assessment data collected through a questionnaire developed by the researcher. The completed questionnaire uses a scoring system adjusted to the criteria given on the form, using a 4-level Likert scale shown in Table 1. Table 1. Criteria for validator answer levels. Score Description 4 good / worthy / interesting / clear / appropriate 3 quite good / quite feasible / enough 2 Interesting / clear enough / precise enough / appropriate 1 less good / less feasible / less interesting / unclear / less precise / less appropriate The assessment results from the validators were then analysed using the CVI statistical technique. CVI is divided into two types of validation, namely (i-CVI) or the validity of the content of individual items, and (s-CVI) or the validity of the content of the items as a whole Lynn, (1986). The CVI calculation method starts with the scores obtained from each validator, which are converted into dichotomous values of 0 and 1 to be analysed with CVI. The way to convert the scale is that scores 1 and 2 are included in dichotomy 0, which means they are not feasible, while scores 3 and 4 are included in dichotomy 1 with the feasible category. Furthermore, from the three validators, the average of each item is determined or called i-CVI, and the average of i-CVI is the s-CVI value. The criteria for determining the validation results in this study refer to Guilford and Fruchter (1978) which consists of: 0.80 < Mean-CVI < 1.00 = excellent (very high validity) 0.60 < Mean-CVI < 0.80 = good (high validity) 0.40 < Mean-CVI < 0.60 = fair (medium validity) 0.20 < Mean-CVI < 0.40 = poor (very low validity) Mean I-CVI < 0.00 = invalid The practicality test categories of the Ethno-SSI integrated inquiry strategy in this study consist of: 81–100% = very practical 61–80% = practical 41–60% = moderate 21–40% = less practical 0–20% = not practical Feedback, suggestions, and input from validators are used to assess the quality, relevance, and effectiveness of questions made questions that experts from chemistry education have validated. It can also increase the acceptability or acceptance of instruments because it has undergone a rigorous evaluation process. The results of the validity of the critical thinking test and questionnaire instruments assessed by three experts with the Content Validity Index (CVI) score are shown in Table 2. The data in Table 2 shows that the results of material expert validation on critical thinking skills instruments and questionnaires get high scores. The SCI-Ave score on basic chemistry questions in the Ethno-SSI context is 0.904, and S- CVI/UA receives a score of 0.714, which means the question is acceptable, relevant, and valid. Validator input and evaluation are expected to improve the instrument made. According to Dwianto et al. (2017), test instruments are considered feasible and suitable if there is a match between the questions and the topic, and the abilities being assessed. The test instrument is considered adequate if it fulfills all the criteria for evaluating the instrument and it can improve the critical thinking skills of prospective chemistry teachers. This study shows that the questions made have successfully fulfilled all critical thinking skills test criteria so that they can be used for small-scale trials. The results of suggestions for improvement from the material validator are shown in Table 3. After being validated, the next step was to test critical thinking skills questions conducted on prospective chemistry https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 6/19 teachers at one of the universities in Indonesia (N = 57) with a total of 30 multiple-choice questions. The trial of questions was carried out to check the level of difficulty of the items, construct validity, and reliability. The results of the reliability of chemical literacy items scored 0.93, indicating high reliability. An example of a critical thinking skills test instrument for the topic of Thermochemistry is shown in Fig. 3. Table 2. Content validity index of research instruments. Instrument S-CVI/Ave Category S-CVI/UA Category Critical Thinking Test 0.904 High 0.714 Accept/relevant/valid Questionnaire 0.890 High 0.875 Accept/relevant/valid Table 3. Suggestions for improvement critical thinking skills test. Category Suggestions for Improvement Relevance of material - Ensure the questions are directly related to thermochemical concepts, such as enthalpy, phase change, and the laws of thermodynamics. - The questions made are relevant, but the relationship between the chemical concept and the local culture discussed needs to be strengthened. Critical thinking skills - Questions should encourage prospective chemistry teachers to analyze and evaluate information, not just remember the material. - The chemical concept used in the questions is correct, but it is necessary to review it again for critical thinking questions, it would be better in the form of analysis rather than calculation. Ethno-SSI context Include indicators of critical thinking skills in each question. the Ethno-SSI discourse discussed in the questions is quite complex, but questions can be added to compare traditional and scientific methods. Clarity and readability Integrate the ethno-SSI context in the questions to increase their relevance and connection to prospective chemistry teachers’ daily lives. Language, images, tables - Ensure the language in the questions is easy to understand, avoid unfamiliar technical terms, and use EYD and appropriate chemical formulas. - The images and tables are already there, but it is necessary to clarify the illustrations in the images/tables containing the information asked in the questions. Figure 3. Critical thinking test question example based Ethno-SSI. 2.5. Data analysis The data analysis in this study is shown in Table 4. The field trial results in the first stage (small scale) conducted in this study were used to improve the Basic Chemistry strategy and instruments with the Ethno-SSI context, which aims to improve critical thinking skills. These results were then analysed and revised to improve and will be used on a wide scale or effectiveness test. To answer RQ 1, the data were analysed descriptively and qualitatively, explaining the development of the Ethno-SSI integrated inquiry strategy and input from validators. Data analysis used to answer RQ 2 is quantitative N-Gain supported by descriptive study to describe the critical thinking skills of prospective chemistry teachers. Students’ answers were grouped based on the rubric for assessing critical thinking skills indicators developed by Ennis (1993) and then processed as a percentage. Critical thinking skills score = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟𝑠 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 x 100 According to Table 5, the percentage value is then interpreted as being in the very high, high, medium, low, and very low categories and Ethno-SSI critical thinking skills indicators is shown in Table 6. https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 7/19 Table 4. Research questions and tools of the research. Research Questions Tools Data Analysis RQ1: How is the development of the Ethno-SSI integrated inquiry strategy? - Literature review - Validation sheet - Observation sheet Descritive qualitative RQ2: How the results of the critical thinking skills of prospective chemistry teachers using the Ethno-SSI integrated inquiry strategy in small scale? Chemical literacy test Quantitative, N-gain RQ3: How the perception of prospective chemistry teachers using the Ethno-SSI integrated inquiry strategy? Open-ended questionnaire Descritive qualitative Table 5. Category and criteria critical thinking skills. Category Score Criteria Very Low 0-20 Prospective chemistry teachers are only able to understand basic information without being able to make analysis and evaluation, and their arguments are very limited. Low 21-40 Prospective chemistry teachers can make simple arguments but still have thinking errors and are less capable of deeper analysis and evaluation. Medium 41-60 Prospective chemistry teachers can analyze and make evaluations at a sufficient level. In addition, the arguments made are also more complex, although they still show weaknesses in several aspects. High 61-80 Prospective chemistry teachers have good critical thinking skills by recognizing, analyzing, and evaluating arguments more effectively, structured, and logically. Very High 81-100 Prospective chemistry teachers have high critical thinking skills by being able to solve complex problems, analyze in depth, and evaluate arguments logically and cohesively. Source: Elaborated by the author using data from Ennis (1993). Table 6. Ethno-SSI critical thinking skills indicators. No Indicators Critical thinking skills integrated Ethno-SSI 1 Elementary Clarification Focusing on questions, analyzing questions, and asking and answering questions about a local wisdom Ethno-SSI phenomenon. 2 Basic Support Establish the credibility of a source, scrutinize and assess the results of Ethno-SSI explorations and investigations. 3 Interference Reduce and assess deduction, induce and assess induction, and determine the results of moral, ethical, and religious considerations in the context of Ethno-SSI. 4 Advanced Clarification Define terms, assess definitions, and identify problematic assumptions of Ethno-SSI cases. 5 Strategy and Tactics Decide on a course of action and interact with others to resolve Ethno-SSI cases using inquiry strategies. As for RQ 3, students’ perceptions were analysed descriptively qualitatively based on the results of a questionnaire that focused on (1) the relevance of Ethno-SSI in chemistry learning, (2) interest in the Ethno-SSI integrated inquiry strategy, and (3) improving critical thinking skills. The questionnaire in this study consisted of 10 items with scoring using a five-point Likert scale. The answers were strongly agree (score=5), agree (score=4), neutral (score=3), disagree (score=2) and strongly disagree (score=1). 2.6. Ethical clearance of research This research obtained a research permit from the dean of the Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang No. 22.9.69/UN32.3.1/TU/2023 so that it can be ascertained that the data collection in this study has complied with the law and was carried out legally. This research also fulfils ethical feasibility based on the ethical feasibility certificate No. 14.6.7/UN32.14/PB/2024. 3. Results and discussion 3.1. Development of valid and practical Ethno-SSI integrated inquiry strategies The results of content validity show the suitability of the strategy with supporting theories and learning outcomes, while the results of construct validity show the suitability of the syntax and complementary strategies developed with learning theory and empirical evidence, as shown in Table 7. Table 7. Content validity and construct validity of Ethno-SSI integrated inquiry strategy. Aspect S-CVI/Ave Category S-CVI/UA Category Content validity 0.83 Medium 0.50 Accept/relevant/valid Construct validity 0.90 High 0.71 Accept/relevant/valid The results of content validation and construct validation conducted by experts on the academic manuscript of the Ethno- SSI integrated inquiry learning strategy resulted in an average score of 3.50 out of 4.00, which indicates that the prototype of the Ethno-SSI integrated inquiry learning strategy is declared appropriate, valid, and feasible to use with revision. Based on the results of the CVI (Content Validity Index) analysis in Table 7. content validity obtained a CVI score of 0.83 and construct validity of 0.90 with a high category so that the Ethno-SSI integrated inquiry strategy can be accepted and continued for research in improving the critical thinking skills of prospective chemistry teachers but with some improvements/revisions from the validator. Suggestions from validators include: 1) the concept of chemistry material with the Ethno-SSI context needs to be explained in more detail and contextually; 2) the rationality of the strategy needs to be considered from the novelty, supporting theory, and weaknesses of previous research; 3) improvements in content preparation starting from rationality, strategy https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 8/19 development, and its application in chemistry learning need to be improved. The validity results are supported by the practicality of the Ethno-SSI integrated inquiry strategy obtained from the observation sheet. The results of observations on implementing the Ethno-SSI integrated inquiry strategy were carried out through observations by two observers, as shown in Table 8. Table 8. Learning observation. Meeting (material) Average Applicability Average Applicability (%) Category Observer 1 Observer 2 1-5 Thermochemistry 3.50 3.40 3.45 86.25 very practical Table 8 shows that the average implementation of learning activities is 86.25%, which means that the implementation of the inquiry integrated Ethno-SSI syntax OETACA is categorized as very practical. Obstacles during learning become notes for improvement in the development of Ethno-SSI integrated inquiry strategy with OETACA syntax. The data from observing and obstacles found during the learning process using the OETACA syntax are processed and analyzed, and conclusions are drawn to complement a small-scale trial and improvements for large-scale effectiveness testing. Based on the results of various learning models, an inquiry was one of the effective models for improving prospective chemistry teachers’ critical thinking skills. Findings from the literature review results and data analysis show that the inquiry learning model can solve SSI cases (Chadwick et al., 2023; Genel and Topçu, 2016; Saija et al., 2022), and it is considered appropriate to apply the Ethnoscience approach (Alim et al., 2020; Okechukwu et al., 2014; Zidny et al., 2020). The inquiry developed in this study is a modification of the 5E inquiry model (Engage, Explore, Explain, Elaborate, Evaluate) according to Bybee (2015). This model was chosen because it does not only focus on mastering material content but can also develop skills such as critical thinking, creativity, communication, and collaboration, which are the demands of 21st-century skills (Boholano, 2017; Masni et al, 2020; Syahrial et al., 2021), so that prospective chemistry teachers are ready to face global challenges. In addition, the ethnoscience approach and socioscientific issues provide a relevant context in everyday life (Hofstein et al., 2011; Ke et al., 2021; Yazidi and Rijal, 2024), so that students can connect their knowledge through scientific, social, and cultural contexts according to Bybee (2015) stages. Through the exploration stage, prospective chemistry teachers can find and develop solutions to social scientific issues by analysing situations, considering various perspectives, and formulating sustainable solutions (Duschl and Bybee, 2014; Puig and Evagorou, 2020). Bybee (2015) inquiry has weaknesses when applied to the context of Ethno-Socioscientific issues, including ethnoscience and SSI approaches involve many perspectives and complex research variables, so prospective chemistry teachers can have difficulty in understanding chemistry concepts in the Ethno-SSI context. This inquiry also has not placed the aspect of reconstruction or transformation, which is an important aspect of the ethnoscientific approach. Modifying the 5E inquiry steps (Engage, Explore, Explain, Elaborate, Evaluate) Bybee, (2015) The theoretical review and needs analysis results formed a new syntax with the term OETACA (Orientation, Exploration, Transformation, Argumentation, Conclution, Applications). The learning process with OETACA syntax, as shown in Table 9, aims to improve the critical thinking skills of prospective chemistry teachers. The conceptual framework of inquiry integrated Ethno- SSI syntax OETACA with critical thinking skills is shown in Fig. 4. Table 9. The learning process of Ethno-SSI integrated inquiry syntax OETACA with critical thinking skills indicators. Phase (modification) Learning Objectives Learning Process Critical thinking skills indicators Orientation (Engage phase) Chemistry teacher candidates actively engage in the process of discovery and scientific inquiry by analyzing ethno-SSI cases involving health, religious, cultural, environmental, and social aspects. - Listen to the lecturer’s explanation regarding the topic and learning objectives of thermochemistry, which will be discussed in the context of ethno-SSI burning snail satay. - Listen to the apperception of ethno-SSI integrated chemistry material, both from the discourse in the student worksheets and also the video of the ethno-SSI problem of burning snail satay in the news. - Divide the discussion group. - Identify ethno-SSI problems with burning snail satay from the perspectives of health, religion, culture, environment, and society. - Formulate problems appropriately on the thermochemical material discussed according to Ethno-SSI of burning snail satay. Basic clarification Exploration (Exploration phase) Solve problems by interacting with their environment so prospective chemistry teachers can gain experience and find new knowledge from Ethno-SSI exploration activities. - Explore the Ethno-SSI case of burning snail skewers on producers. - Make data collection instruments by making interview guidelines and observation sheets. - Collect data by conducting observations, interviews, and documentation related to the making and burning of snail satay. - Record the results of the exploration on the student worksheets provided. - Provide a checklist () for interview data that can be transformed into scientific knowledge. - Search for references that support the Ethno-SSI of burning snail satay from several sources, including books, scientific journal articles, news in mass media/online, or other sources relevant to the topic as a reference in scientific transformation activities. Basic support Transformation (Reconstruction) Can connect indigenous knowledge to scientific knowledge. - Reconstruct the original knowledge of the community into scientific understanding from the references obtained. - Design Ethno-SSI practicum/project activities for charcoal making and thermochemical tests from exploratory studies. Advanced clarification https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 9/19 - Record the Ethno-SSI practicum/project data results on the student worksheets provided. - Paste evidence of exploration/observation/interview results on the student worksheets provided. - Transfer the transformable interview data into the transformation table. Argumentation (Explain and elaborate) Knowledge does not only exist in an individual’s mind but also through a reconstruction process by considering relevant sources, laboratory activities, and the surrounding physical, cultural, and social environment. - Discuss in groups to solve/answer questions about the Ethno-SSI context of burning snail skewers in scientific arguments. - Answer scientific arguments about burning snail skewers with claims, evidence, and explanations. - Direct students in arguing through dialogue, discussion, and debate, and then making the right decision. - Determine whether the issue is true/false, good/no, agree/disagree. - Provide supporting evidence for claims in the form of data obtained during experiments/practicums and data obtained from the results of scientific transformations. - Make explanations in statements to support evidence, namely the reasons for claims based on applicable theories, laws, or principles. Advanced clarification Conclusion (Evaluate) Train opinion, dialogue, discussion, debate, and make decisions by finding data and facts to solve problems based on claims, evidence, and explanations. - Make conclusions based on the results of exploration, transformation/experimentation, data analysis, and scientific argumentation. - Make decisions about chemical problems in the Ethno-SSI context of burning snail satay. - Listen to the lecturer clarify the correct answers and conclusions based on the chemical material of the ethno-SSI context of burning snail satay discussed. Inference Application (Evaluate) Understand chemistry concepts in the context of ethno-SSI herbs, solve problems, and find solutions by drawing conclusions based on moral reasoning, data interpretation, and scientific evidence so that chemistry learning becomes more contextualized. - Apply the Ethno-SSI context of burning snail satay in everyday life on exercise/evaluation questions. - Work on questions in the application stage using the correct method. - Relate the questions to health, culture, environment, religion, social, and chemical processes in the Ethno-SSI context of burning snail satay. - Communicate the results of working on thermochemical Ethno-SSI application questions. - Listen to the lecturer clarify the correct answer. - Reconstruct students’ knowledge after the learning process by mentioning what knowledge they have gained, difficulties experienced in the learning process, and alternative solutions to overcome problems. - Make a bibliography and attach evidence of the results of the Ethno-SSI practicum/project activities. Strategy and tactics Figure 4. The conceptual framework of inquiry integrated Ethno-SSI syntax OETACA with critical thinking skills. Source: Elaborated by the author using data from Ennis (1998), Bybee (2015), Sadler (2011) and Sudarmin (2014). https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 10/19 3.1.1. Orientation The first phase is Orientation, which is a modification of Engage in Bybee (2015) inquiry. It aims to increase the elementary clarification indicator in critical thinking skills. Orientation is a step to foster a responsive atmosphere or climate at the beginning of learning (Cavagnetto, 2010; Chang and Park, 2020; Duschl and Bybee, 2014). In Phase 1, “Orientation”, students in groups read discourse, watch videos, analyze existing problems related to thermochemical material in the context of burning snail satay, and then formulate the problem. On the student worksheet, video links, article links, and material links that students can access have been provided so that group activities carried out by students are watching videos, reading articles, and then recording interesting findings and problems from videos and articles that have been accessed. Students are asked to identify the concept of Ethno-SSI problems of burning snail satay in terms of scientific, environmental, health, religious, cultural, and social aspects and then formulate problems related to the context of Thermochemistry. The following identifies the Ethno-SSI context of burning snail satay, shown in Table 10. Table 10. Orientation phase of the process of burning snail satay context. Ethno-SSI Aspects Explanation Health - Snail slime is considered to have antibacterial and anticancer properties. - Snail mucus can treat tuberculosis, asthma, and toothache. It is also believed to have cosmetic properties that improve the appearance and smoothness of the skin. - Charcoal-grilled meat can be a carcinogen. - Snails are animals that can host various microorganisms, including pathogens, germs, bacteria, and parasites. Religion - There is a debate among scholars and religious experts regarding the halal or haram of eating snails. - Certain foods may be considered haram if they are deemed unclean or impure. However, if they are found to have beneficial properties for human health, they may be considered halal or permissible for consumption. Culture Snail satay is a local wisdom regional specialty food maintained today because it is believed to benefit the community. Environment - Snail processing waste, such as shells and dung, can be used as fertilizer. - Some people consider snails pests because of their rapidly growing population, which lays eggs and damages crops. - The smoke from burning snail satay contains CO and CO2 gas, can cause shortness of breath/asthma. Social The processing of snail satay can be a livelihood for the community and increase income. 3.1.2. Exploration The second phase is Exploration, which is the same as Bybee (2015) exploration phase, which aims to improve the Basic Support indicators in critical thinking skills. In Phase 2 “Exploration,” activities are designed by making observation sheets, interviews, and documentation at the place where the snail satay Ethno-SSI product is produced. Students are asked to explore where the Ethno-SSI context is made, then write down the interview results in a student worksheet and attach evidence of the observations and interviews. This interview and documentation activities are conducted to obtain data on the community’s original knowledge regarding manufacturing procedures, the benefits of the products, and controversial issues. In addition to direct observation and interviews with Ethno-SSI producers of snail satay, students are asked to find supporting references from several sources, including books, scientific journal articles, news in the mass media/online, or other sources relevant to thermochemistry. These references will later become references in scientific science transformation activities. 3.1.3. Transformation The third phase is Transformation, an additional modification of the Bybee (2015) phase that aims to improve the Advanced Clarification indicators in critical thinking skills. In Phase 3 “Transformation”, after data collection activities related to the original science knowledge of the community are fulfilled, the next step is to provide a scientific explanation for the findings. Scientific explanation in the ethnoscience approach is included in the transformation stage (Diliarosta et al., 2021). At this stage, scientific explanations of evidence and claims from indigenous knowledge form scientific or ethnoscientific knowledge as a product of the synergy of culture and science (Sumarni et al., 2022; Zidny et al., 2020). Students are asked to provide a checklist and then fill in the table provided to transform indigenous knowledge into scientific knowledge. In the transformation phase, the student worksheet also contains Ethno-SSI practicum activities to prove the Ethno-SSI context scientifically, and students are asked to write independently the practicum procedures to be carried out. Examples of discussions from the Indigenous Knowledge interview results that can be transformed into Scientific Knowledge are shown in Table 11. Table 11. Ethno-SSI transformation of snail satay burning. No. Indigenous Knowledge Scientific Knowledge 1 The fuel for burning snail satay uses wood- type charcoal because wood is relatively cheaper and easier to obtain. Wood burning requires a specific activation energy to start a chemical reaction. After burning, an exothermic reaction that releases energy occurs, but this process is not instant and occurs gradually. Wood charcoal is good for cooking because it contains high carbon produced from carbonizing wood with a high cellulose content. 2 Cooking oil/kerosene added to charcoal can accelerate the flame in the combustion process. The heat decomposes the hydrocarbon chain from the cooking oil/kerosene into a gas from its generation, creating a fire to burn charcoal faster. This is because as the hydrocarbon bonds in the combustion reaction release the energy stored in the bonds, a hotter flame will be created. 3 Burning using charcoal takes longer. For charcoal to burn, oxygen in the air must enter the solid structure, meet up with the surface of the carbon, and undergo a chemical reaction with the carbon to produce heat and, after some seconds, fire. This process is slower because of the restricted access to air and the chemical reactions that must take place within the solid structure of the charcoal. 4 When burning a snail satay, the heat from the burning will be felt around it. The system and environment are related to the context of burning snail satay and charcoal. When burning snails stay, heat is transferred from the system to the environment, causing people around it to feel warm. 5 Burning snail satay meat is not suitable for health. If it contains lots of carbon, high consumption of burnt satay can be carcinogenic because it forms carcinogenic compounds like polycyclic aromatic hydrocarbons (PAH) and heterocyclic amines (HCA), which can enhance cancer risk. If the snail satay is too burned, the ingredients are burned, and the nutrients in the satay will also be destroyed. https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 11/19 In addition to scientific transformation, the activities in this phase are also carried out by investigating directly through practicum activities to make charcoal from organic waste. Charcoal is a black residue containing impure carbon substances produced by removing the existing water content and derived from volatile components in animals or plants. Charcoal is generally made by heating or burning other organic or inorganic objects. This black-colored, easily crushed, lightweight, coal-like charcoal has a substance consisting of 85% to 98% carbon, and the rest is ash or other chemicals. Several types of charcoal are distinguished based on the origin of the raw materials, such as wood charcoal, rice husks, coconut husks, coconut shells, corn stalks, litter/leaves, bamboo, and fruit skins such as durian, mahogany, cocoa, and cotton/and skins. Using charcoal to utilize household waste can save fuel and be more environmentally friendly. Table 12 below briefly investigates charcoal’s calorific value and moisture content. Table 12. Determination of calorific value and moisture content of charcoal. No. Charcoal Type Temperature after charcoal (0C) Mass before heating (gr) Mass after heating Moisture content (%) 1 Wood charcoal 56.8 81.206 80.505 4.1 2 Wood dust charcoal 62.8 69.240 64.629 48.8 3 Rice husk charcoal 43 95.200 95.15 54 4 Coconut fiber charcoal 80.5 9.425 6.809 27.75 5 Coconut shell charcoal 89.3 95.492 94.800 10.28 6 Corncob charcoal 39.5 19.837 10.240 48.4 The results of making charcoal from organic waste by a prospective chemistry teacher are shown in Fig. 5. Figure 5. Practicum for making charcoal from organic waste in thermochemical concept. Based on investigations conducted by prospective chemistry teachers and data from practicum results, the better organic waste used as charcoal is the type of coconut shell. This is because coconut shell charcoal has a higher density than charcoal from other materials, so it is more durable and provides more efficient combustion results because the water content is less. 3.1.4. Argumentation The fourth phase is argumentation, which modifies the explanation and elaboration in Bybee (2015) inquiry and aims to increase the advanced clarification indicator in critical thinking skills. In Phase 4 “Argumentation”, students focus on sharing content/material in the interaction between lecturers and students. In this process, students can discuss responding to the Ethno-SSI case of burning snail satay in groups through dialogue, discussion, and debate activities. Students conduct group discussions to analyze the data collected to be able to answer questions at the argumentation stage. Lecturers guide students in conveying the results of activities that have been carried out using their ideas or words so the process of constructing knowledge will be well developed. This argumentation activity aims for students to argue to solve Ethno-SSI problems and to determine the right decision. This argumentation stage is expected to help students clarify their conceptual understanding and communicate their knowledge in various aspects such as health, religion, environment, culture, and society. In this activity, students record their discussion activities to see the achievement of their ability to argue and decide on problem-solving. Debating activities are used in class discussions to train students’ critical thinking about the relationship between science, technology, and society, and to make decisions based on the questions asked (Albe, 2008). Students develop quality scientific arguments from their investigations using the components of claims, evidence, and explanations (Berland and McNeill, 2010). - Claim: the answer or conclusion when encountering a problem/question. - Evidence: support for claims in the form of data obtained during experiments/practicum or from scientific transformation results. - Explanation: a statement to support the evidence, which is why (rationale) of the evidence you use to support the claim is based on the theory, law, and theories. 3.1.5. Conclusion The fifth phase is the Conclusion, which modifies the evaluation in Bybee (2015) inquiry to improve the Inference indicator in critical thinking skills. The conclusions are formulated by describing the results of findings obtained based on discussions and scientific transformation in the context of Ethno-SSI of burning snail satay. To arrive at the correct conclusion, the lecturers must show students what information they need to describe in the right way to get important information from the Ethno-SSI problem of burning snail satay. At this stage, the lecturer guides students in formulating conclusions based on the data collected from the results of experiments/practicums and exploratory studies. Based on the practicum results, it can be concluded that the higher the water content in charcoal, the smaller the calorific value; on the contrary, if the water content is low, the calorific value is more significant. 3.1.6. Application The sixth phase is the Conclusion, a modification of the evaluation in Bybee (2015) inquiry, which aims to improve the strategy and tactics indicator in critical thinking skills. Application is the final stage of this phase. The aim is to evaluate students’ critical thinking skills by applying thermochemical problems. After that, students can communicate the results of group discussions in front of the class. This application provides meaningful and contextualized learning for students. Lecturers can reflect on all the activities that have been carried out to see the success of each phase. Giving Ethno-SSI-based practice questions to students https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 12/19 positively impacts students in finding more information about the subject matter so that it can improve critical thinking skills. In addition, practice questions allow students to deepen their understanding of learning concepts by applying theory in the context of basic chemistry questions. 3.2. Critical thinkings results using Ethno-SSI integrated inquiry strategy The results of critical thinking skills obtained through the application of the Ethno-SSI integrated inquiry strategy reflect the ability of prospective chemistry teachers to analyze, evaluate, and apply local wisdom-based chemical knowledge. Prospective chemistry teachers show a deep understanding of thermochemical concepts, such as enthalpy, phase change, and the laws of thermodynamics. They can relate theory to daily practice, especially in local culture, such as how the burning process in snail satay affects energy and temperature changes and tell it to the principles of thermochemistry. Significant improvement in students’ critical thinking skills can be seen using the Normalized Gain (N-gain) test shown in Table 13. Table 13. Improvement of students’ critical thinking skills. Class Pretest Average Posttest Average N-Gain Category Offering A and B 43.6538 83.7179 0.70132 High The increase in critical thinking skills is expressed by the normalized gain test based on the pretest and posttest scores on offering A and B to as many as 52 students. The normalized gain test results show that improving critical thinking skills in offering A and B is included in the high category (N-Gain = 0.7). The results of the statistical calculations are shown in Table 14. Table 14. Statistical calculation results analysis. Category Pretest Posttest ∑X 2270 4353.333 χ 43.6538 83.7179 Max 80 96.6667 Min 20 66.6667 s² 97375,7 357492 s 312.05 597.905 Range 60 30 The data in Table 14 show that the average posttest (83.71) increased from the pretest (43.65). These results indicate that the ethno-SSI integrated inquiry strategy teaches prospective chemistry teachers to produce scientific knowledge and skills to address ethno-SSI issues related to chemistry learning. This strategy also helps prospective chemistry teachers build relationships and correlations between culture, science, and the environment and encourages critical and systematic thinking in addressing various problems. The critical thinking skills test score data was also analyzed per indicator to obtain an overview of each indicator of critical thinking skills, according to Ennis, as shown in Table 15. Table 15. Student critical thinking skills test results per indicator. No. Critical Thinking Skills Indicator Average score per indicator Category 1 Elementary Clarification 85 Very High 2 Basic Support 75 Medium 3 Interference 80 High 4 Advanced Clarification 78 Medium 5 Strategy and Tactics 75 Medium 3.2.1. Elementary clarification Critical thinking skills on the indicator of providing simple explanations in this study, including obtaining the highest skill level among other indicators with an average score of 85. This finding shows prospective chemistry teachers can formulate and answer questions by reading and understanding the content. Prospective chemistry teachers can also correctly write chemical symbols or formulas in question questions and their equations. This is because, during the learning process, prospective chemistry teachers are continuously trained to work on chemistry questions on Thermochemistry that are integrated with the Ethno-SSI context. In this indicator, prospective chemistry teachers are expected to be able to identify images, diagrams, and symbols based on the information contained in the problem. According to Ennis, (1990), students can think critically by making habits that are continuously carried out, such as formulating questions and answering questions that require explanation. Indicators of critical thinking skills in the Elementary Clarification aspect include questions that focus on research activities, assessing a statement, and answering questions relevant to the explanation according to the Ethno-SSI context. This indicator can evaluate the possibility of prospective chemistry teachers in formulating appropriate problem specifications by recognizing important components and using images, diagrams, and symbols to describe scenarios based on data and facts (Masni et al., 2020). The findings in the study showed that prospective chemistry teachers made few mistakes when solving problems, such as a lack of reading and understanding of Ethno-SSI content. Students who answered incorrectly on this indicator indicated that they could not understand the significance of the Ethno-SSI problem due to failure to remember or understand the content of the material discussed. Students can also not transcribe known facts from the problem in pictures, tables, or diagrams, so prospective chemistry teachers need to be trained in formulating problems and answering based on data and their knowledge related to material content (Fijar et al., 2019). 3.2.2. Basic support Students’ critical thinking skills on the Basic Support indicator obtained an average score of 75 in the medium category. The results of this indicator show that prospective chemistry teachers can determine the proper steps to analyze problems based on concepts and phenomena that exist in Ethno-SSI questions, even though the results are not optimal, and not all answers are correct. This shows that many prospective chemistry teachers still have not been able to analyze the phenomena and symptoms that https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 13/19 arise from the statements in the problem, which are essential information related to the Ethno-SSI context, so it is not easy to analyze. In Ethno-SSI questions, some prospective chemistry teachers experience errors when identifying the relationship between concepts and statements or phenomena. This can happen because so far, prospective chemistry teachers tend to memorize material and less at the time of application with the local context or SSI, so even though students know the concept but do not know how to apply it in everyday life (Kasi and Widodo, 2022). In this indicator, students are asked to establish the credibility of a source and research and assess the results of research on the topic of explaining enthalpy changes and types of enthalpy and explaining energy and energy changes in chemical reactions. This study’s basic support indicator measures prospective chemistry teachers’ skills in analyzing assumptions, using procedures, and existing investigations to solve problems (Maknun, 2020). This indicator considers whether the source of information presented in the issue is reliable or not (Nurdin et al., 2018). 3.2.3. Interference Students’ critical thinking skills on the Interference indicator obtained an average score of 80 in the high category. This indicator was identified by the element needed to conclude report data, principles, judgments, beliefs or opinions, concepts, and descriptions with the Ethno-SSI context. The question on this indicator discusses drawing findings related to thermochemistry in burning snail satay. Shows the attitude and ability to understand and analyze Ethno-SSI problems from various factors so prospective chemistry teachers can draw the correct conclusions. By developing skills in this indicator, prospective chemistry teachers will become more competent in understanding scientific concepts and more sensitive to the social and environmental context in which they are located. This indicator can also prepare prospective chemistry teachers to become individuals who think critically and responsibly when facing the challenges of a complex society. 3.2.4. Advanced clarification Critical thinking ability on the indicator of providing a further explanation has the lowest value compared to other indicators. Based on the analysis of student answers, a score of 78 was obtained in the moderate category; this was due to the low initial knowledge of prospective chemistry teachers about the concept of thermochemistry, making it difficult to relate to the Ethno-SSI context. The indicator of providing a further explanation in this study was carried out by constructing arguments by analyzing and providing explanations in the form of defining terms, considering definitions using appropriate criteria, and identifying assumptions in the Ethno-SSI context. In this indicator, many prospective chemistry teachers still have not been able to identify assumptions. Answering these questions requires a sufficient understanding of the material; if students do not master the material, it will affect them in identifying assumptions and solving problems, especially in describing equations from several related equations or finding relationships from several thermochemical equations. 3.2.5. Strategy and tactics Critical thinking skills on indicators of organizing strategies and tactics score 75 with a low category. Based on the analysis results, most prospective chemistry teachers have not been able to decide the proper action to solve problems in the problem, especially when using thermochemical formulas or equations. Indicators Organising strategies and tactics is done by considering possible solutions to solve Ethno-SSI context problems. Prospective chemistry teachers can think with their knowledge to formulate an alternative solution by solving problems that occur, especially using formulas by the thermochemistry concept. If prospective chemistry teachers are not trained to think critically and analytically, they will have difficulty designing effective strategies and tactics to address real-world Ethno-SSI problems. 3.3. Perception of prospective chemistry teachers using the Ethno-SSI integrated inquiry strategy Implementation of the inquiry-integrated Ethno-SSI syntax OETACA has positively responded to almost all components. This indicates that the implementation of the inquiry-integrated Ethno- SSI syntax OETACA prototype is very good, where students are very interested when being given a case/problem so that they are motivated to analyze Ethno-SSI problems and can explore independently and in groups. Furthermore, students are motivated to determine the steps of problem-solving and design Ethno-SSI experimental procedures. Experimental procedures designed by students can make it easier to identify chemical concepts and principles so that students can solve Ethno-SSI cases given by lecturers. Learning activities through the Ethno-SSI integrated inquiry strategy directly impact students, especially in getting a pleasant learning experience, having the courage to argue, being helped in formulating problems, more easily understanding and comprehending the material studied, and having a high willingness to attend lectures. Furthermore, the graph of student responses to the Ethno-SSI integrated inquiry strategy is shown in Fig. 6. Based on the responses to the Ethno-SSI integrated inquiry strategy, as shown in Fig. 2, most (92%) agreed and strongly agreed to implement this strategy in chemistry learning in the classroom. This strategy proved to be practical and effective in facilitating understanding of chemical concepts, primarily related to Ethno-SSI problems encountered, such as in the context of Thermochemistry, namely burning snail satay. Chemistry teacher candidates (78%) agreed and strongly agreed that the Ethno-SSI inquiry steps (orientation, exploration, transformation, argumentation, conclusion, and application) improve critical thinking skills. These results align with research by Zidny and Eilks (2022) that ethnoscience and SSI will be actively involved through scientific inquiry activities such as exploration, practical activities in the laboratory, data analysis, and scientific argumentation that require logical reasoning. Another finding is that the % of chemistry teacher candidates 75% agreed that this strategy teaches how to reconstruct indigenous knowledge into scientific knowledge in the context of Ethno-SSI. Ethnoscience is a learning approach that contains activities to reconstruct indigenous knowledge into scientific knowledge that can be accounted for related to local wisdom (Dewi et al., 2022; Diliarosta et al., 2021; Sudarmin et al., 2020). This strategy can improve critical thinking skills in solving the Ethno-SSI context 84% of prospective chemistry teachers agreed. The results of many previous studies mention that ethnoscience- based learning approaches (Prayogi et al., 2023; Sudarmin et al., 2019; Zidny et al., 2020) and SSI (Barrue and Albe, 2013; Borgerding and Dagistan, 2018; Yacoubian and Khishfe, 2018) can improve critical thinking skills. https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 14/19 Figure 6. Responses of prospective chemistry teachers (N=52) to the Ethno-SSI integrated inquiry strategy. This strategy trains in solving problems from various perspectives such as health, religion, culture, environment, social, and scientific 78% of prospective chemistry teachers answered in the affirmative. Learning with the SSI strategy trains problem- solving from various perspectives, including social, environmental, economic, and political, based on applicable morals and ethics (Herman et al., 2021; 2019; Holbrook et al., 2020; Raveendran, 2021; Songer and Ibarrola Recalde, 2021). This strategy trains in making decisions and conducting investigations related to solution chemistry materials in the Ethno-SSI context, and 92% agree. This is by the results of research by Gupta et al. (2015) which states that learning chemistry with guided inquiry instruction can improve critical thinking skills through investigation and decision-making activities. Another study mentioned that the inquiry learning model with the 5E cycle (engagement, exploration, explanation, elaboration, evaluation) using the SSI context effectively improves critical thinking skills (Cahyarini et al., 2016). The statement that this strategy trains me to think critically, logically, and systematically with the inquiry model to discuss Ethno-SSI questions received a response of 82% agree. The inquiry learning model can help prospective chemistry teachers think critically, logically, and systematically by searching, finding, and analyzing information independently to make learning more active (Capps and Crawford, 2013; Wenning, 2011). This inquiry- learning model can improve critical thinking skills by creating an engaging and interactive learning environment through experimentation and proof based on relevant evidence (Adnan et al., 2021; Cheung et al., 2020). This strategy trains in expressing reasons based on facts and supporting evidence 75% of prospective chemistry teachers agreed. This finding shows prospective chemistry teachers need alternative learning strategies to help them understand, analyze data, and make decisions based on facts and evidence. In Thermochemistry, prospective chemistry teachers are involved in experimental activities such as thermochemical practicum, energy calculation, and basic theory of thermochemical concepts. Activities linking scientific facts with socioscientific issues can improve students’ critical thinking skills. This strategy encourages prospective chemistry teachers to do scientific work such as orientation, exploration, transformation, and argumentation, and 85% agree. Ethno-SSI integrated inquiry learning strategy is an innovative learning strategy constructed to train the critical thinking skills of prospective chemistry teachers. This strategy combines inquiry learning models with ethnoscience approaches and socioscientific issues related to local wisdom. Thus, prospective chemistry teachers not only learn about chemistry concepts but also understand how these concepts can relate to everyday life and the challenges faced by controversial, dilemmatic, and complex issues (Rahayu, 2019; Saija et al., 2022). This strategy increases the interest and motivation of prospective chemistry teachers in addressing local wisdom issues with critical thinking 91% agree. Chemistry learning associated with the context of ethnoscience and socioscientific issues can increase awareness of the importance of social and environmental impacts so that the interest of prospective chemistry teachers can increase to contribute to addressing these issues (Zidny and Eilks, 2022). 4. Conclusions The successfully developed Ethno-SSI integrated inquiry strategy is a learning strategy that incorporates local wisdom to improve the critical thinking skills of prospective chemistry teachers. The syntax of this learning strategy includes six phases, namely: (1) orientation, (2) exploration, (3) transformation, (4) argumentation, (5) conclusion, and (6) application. The Ethno-SSI integrated inquiry learning strategy has fulfilled the valid and practical requirements. The validation results with CVI of the Ethno-SSI integrated inquiry strategy in the content aspect received a score of 0.83 and a construct aspect of 0.93 in the high category. The results of the critical thinking skills test instrument validation received a CVI score of 0.90, while the questionnaire received a score of 0.89, both of which were in the high category. The practicality of the Ethno-SSI integrated inquiry strategy is based on the assessment of learning implementation, which obtained an average learning implementation of 86.25% with a convenient category. The results of the critical thinking skills test on a small scale show an N-gain of 0.7 in the high category, but the criteria for each indicator are in the moderate category. The results of prospective chemistry teachers’ responses to the Ethno- 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 10. This strategy increases my interest and motivation in addressing local wisdom issues by thinking critically. 9. This strategy encourages me to do scientific work such as orientation, exploration, transformation, argumentation, inference and application. 8. This strategy trains me in reasoning based on facts and supporting evidence. 7. This strategy trains me to think critically, logically, and systematically with an inquiry model to discuss Ethno-SSI questions. 6. This strategy trains me to make decisions and conduct investigations related to solution chemistry in the context of Ethno-SSI. 5. This strategy trains me to solve problems from various perspectives such as health, religion, culture, environment, social, and scientific. 4. This strategy can improve my critical thinking skills in solving the Ethno-SSI context. 3. This strategy taught me to reconstruct indigenous knowledge into scientific knowledge in the Ethno-SSI context. 2. The steps of Ethno-SSI inquiry (orientation, exploration, transformation, argumentation, conclusion, and application) improve critical thinking skills 1. This Ethno-SSI integrated inquiry strategy is relevant if applied in chemistry learning https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 Original Article, Education in Chemistry and Correlated Areas https://doi.org/10.26850/1678-4618.eq.v50.2025.e1575 ISSN 1678-4618 page 15/19 SSI integrated inquiry strategy, on average, gave a positive response to each component with the categories strongly agree (43%), agree (41%), undecided (12%), disagree (3%), strongly disagree (1%). 5. Recommendation Further research is recommended to implement the inquiry-Ethno-SSI strategy with OETAKA syntax on a large scale by conducting an effectiveness test on the strategy developed. The context of local wisdom studied is more relevant to chemistry learning. This research can also be conducted at several universities to obtain many data sources. The instruments and teaching materials developed can be adjusted to the Ethno-SSI context to make chemistry learning more exciting and relevant. 6. Limitation This research only focuses on the topic of Thermochemistry. The local wisdom raised is only related to the burning snail staying in an area prospective chemistry teachers may not know. The data collected in this study is only limited to small-scale trials, so it is less specific and quantitatively in-depth. This research requires a long time in field exploration activities because students must still be trained in observation and interview activities. Authors’ contribution Conceptualization: Ratna Kumala Dewi; Sri Rahayu; Data curation: Muntholib Muntholib; Ratna Kumala Dewi; Formal Analysis: Woro Sumarni; Funding acquisition: Not applicable; Investigation: Ratna Kumala Dewi; Methodology: Ratna Kumala Dewi; Sri Rahayu; Project administration: Ratna Kumala Dewi; Resources: Muntholib Muntholib; Software: Not applicable; Supervision: Sri Rahayu; Validation: Woro Sumarni; Visualization: Ratna Kumala Dewi; Writing – original draft: Ratna Kumala Dewi; Sri Rahayu; Muntholib Muntholib; Woro Sumarni; Writing – review & editing: Ratna Kumala Dewi; Sri Rahayu; Muntholib Muntholib; Woro Sumarni. Data availability statement The data will be available upon request. Funding The research conducted in this study received financial support from the Directorate General of Higher Education, Ministry of Education and Culture of the Republic of Indonesia through the Dissertation Research Scheme (Decree Number: 040/E5/PG.02.00.PL/2023 on June 19, 2023). 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