Fostering Preservice Chemistry Teachers’ Digital Competence Through a Socio Scientific Issue-Based Technology Embedded Scientific Inquiry Model

Abstract

A teacher who possesses digital competence will be able to use technology to support learning objectives in an effective and secure manner. Integrating socio scientific issue (SSI) approach in chemistry learning through technology embedded scientific inquiry (TESI) model can make students more active in discussing by using scientific evidence to make decisions regarding a problem. The preservice chemistry teachers’ digital competence is measured using a questionnaire adapted from DigComEdu. The sample of the research was 61 preservice chemistry teachers in a state university in Yogyakarta, Indonesia, who took the environmental chemistry course at 2022/2023 academic years.  An analysis of the normality of data is a prerequisite for statistical tests. Based on the research, it can be concluded that there were a significant different of digital competence between preservice chemistry teacher who follow environmental chemistry courses with the implementation of the SSI-based TESI and those who do not. The implementation of the SSI-based TESI model in environmental chemistry courses can foster the preservice chemistry teachers’ digital competence before and after learning.