Factors Determining Socio-Scientific Issues in STEAM Education to Enhance Problem-Solving Skills for Pre-Service Teachers: Development and Validation of a Measurement Model
DOI:
https://doi.org/10.15294/jpii.v15i1.40341Keywords:
Socio-scientific issue, STEAM education, Pre-service science teachers, Problem-solving skillsAbstract
This study aimed to develop and validate a measurement model of SSI–STEAM education for pre-service science teachers (PSTs), with particular attention to dimensions associated with problem-solving skill development. Using a cross-sectional survey design, data were collected from 173 PSTs enrolled in science education programmes in Indonesia. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to identify and validate the latent constructs underpinning SSI–STEAM implementation. EFA results supported a clear two-factor model, consisting of enacted values and practices, affective learning, authentic contexts and activities, interdisciplinary thinking and integrated practices, and problem-solving skill reflection. CFA confirmed the adequacy of this structure, producing acceptable model-fit indices and satisfactory reliability and convergent validity across factors. To conclude, this study highlights the multidimensional nature of SSI–STEAM education and underscores the importance of value-driven instruction, interdisciplinary integration, authentic socio-cultural contexts, and reflective problem-solving in preparing PSTs to engage learners with complex real-world scientific issues. These insights offer valuable implications for curriculum design in science teacher education, which are also discussed.
References
Aiken, L. R. (1985). Three Coefficients for Analyzing the Reliability and Validity of Ratings. Educational and Psychological Measurement, 45(1), 131–142.
Alcaraz-Dominguez, S., & Barajas, M. (2021). Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice. Education Sciences, 11(5), 238.
Anabousy, A., & Daher, W. (2022). Prospective teachers’ design of STEAM learning units: STEAM capabilities’ analysis. Journal of Technology and Science Education, 12(2), 529.
Anwar, L., Alimin, M., Copriady, J., & Rery, R. U. (2024). Pre-Service chemistry teachers’ attitude of socio-scientific issues and characters as citizens. Jurnal Pendidikan IPA Indonesia, 13(3).
Baek, S., Shin, H., & Kim, C.-J. (2022). Development of a Climate Change SSIBL-STEAM Program Aligned to the National Curriculum for SSI Elementary School in Korea. Asia-Pacific Science Education, 8(1), 109–148.
Bencze, J. L., El Halwany, S., & Zouda, M. (2020). Critical and Active Public Engagement in Addressing Socioscientific Problems Through Science Teacher Education. In M. Evagorou, J. A. Nielsen, & J. Dillon (Eds.), Science Teacher Education for Responsible Citizenship: Towards a Pedagogy for Relevance through Socioscientific Issues (pp. 63–83). Springer International Publishing.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246.
Bicaj, A., Berisha, F., & Gisewhite, R. (2024). Exploring In-Service Science Teachers’ Self-Perceptions of Competence and Pedagogical Approaches to Socioscientific Issues in Education. Education Sciences, 14(11), 1249.
Çalik, M., & Wiyarsi, A. (2025). The effect of socio-scientific issues-based intervention studies on scientific literacy: a meta-analysis study. International Journal of Science Education, 47(3), 399–421.
Chang, Y., Choi, J., & Şen-Akbulut, M. (2024). Undergraduate Students’ Engagement in Project-Based Learning with an Authentic Context. Education Sciences, 14(2), 168.
Chen, Y., Li, C., Cao, L., & Liu, S. (2024). The effects of self-efficacy, academic stress, and learning behaviors on self-regulated learning in blended learning among middle school students. Education and Information Technologies, 29(18), 24087–24110.
Chong, W. H., Liem, G. A. D., Huan, V. S., Kit, P. L., & Ang, R. P. (2018). Student perceptions of self‐efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement. Journal of Adolescence, 68(1), 1–11.
Chowdhury, T., Holbrook, J., Reis, P., & Rannikmäe, M. (2022). Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework. Science & Education, 31(2), 487–523.
Clark, L. A., & Watson, D. (2019). Constructing validity: New developments in creating objective measuring instruments. Psychological Assessment, 31(12), 1412–1427.
Cohen, J. (1994). The earth is round (p < .05). American Psychologist, 49(12), 997–1003.
Cook, K., Bush, S., Cox, R., & Edelen, D. (2020). Development of elementary teachers’ science, technology, engineering, arts, and mathematics planning practices. School Science and Mathematics, 120(4), 197–208.
Falah, M. M., Hartono, H., Nugroho, S. E., & Ridlo, S. (2024). Socio-scientific Issues (SSI) research trends: A systematic literature review of publications 2011 – 2022. Journal of Turkish Science Education, 21(1), 61–81.
Ferrando, P. J., & Lorenzo-Seva, U. (2018). Assessing the Quality and Appropriateness of Factor Solutions and Factor Score Estimates in Exploratory Item Factor Analysis. Educational and Psychological Measurement, 78(5), 762–780.
Gao, L., Mun, K., & Kim, S.-W. (2021). Using Socioscientific Issues to Enhance Students’ Emotional Competence. Research in Science Education, 51(S2), 935–956.
Guo, X., Shao, F., Hao, X., Ji, X., & Hu, W. (2025). Research on Students’ Scientific Reasoning and Argumentation Abilities in socio-scientific Issues Context: Integrated Constructive and Critical Perspectives. Research in Science Education, 1–26.
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Evaluation of the Structural Model. In J. F. Hair Jr., G. T. M. Hult, C. M. Ringle, M. Sarstedt, N. P. Danks, & S. Ray (Eds.), Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R: A Workbook (pp. 115–138). Springer International Publishing.
Hair Jr., J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE Publications, Inc.
Hebebci, M. T., & Usta, E. (2022). The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions. Participatory Educational Research, 9(6), 358–379.
Heim, A. B., Lawrence, G., Agarwal, R., Smith, M. K., & Holmes, N. G. (2025). Perceptions of interdisciplinary critical thinking among biology and physics undergraduates. Physical Review Physics Education Research, 21(1), 010138.
Herro, D., Quigley, C., & Cian, H. (2019). The Challenges of STEAM Instruction: Lessons from the Field. Action in Teacher Education, 41(2), 172–190.
Hoelzle, J. B., & Meyer, G. J. (2013). Exploratory factor analysis: Basics and beyond. In Handbook of psychology: Research methods in psychology (pp. 164–188). John Wiley & Sons, Inc.
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
Idris, F., Hassan, Z., Ya’acob, A., Gill, S. K., & Awal, N. A. M. (2012). The Role of Education in Shaping Youth’s National Identity. Procedia - Social and Behavioral Sciences, 59, 443–450.
Jacobs, D. B., Evagorou, M., Shwartz, Y., & Akaygun, S. (2022). Editorial: Science education for citizenship through Socio-Scientific Issues. Frontiers in Education, 7, 1011576.
Kaiser, H. F. (1974). An Index of Factorial Simplicity. Psychometrika, 39(1), 31–36.
Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2021). Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues. Science & Education, 30(3), 589–607.
Kim, Y.-H., & Na, S.-I. (2022). Using structural equation modelling for understanding relationships influencing the middle school technology teacher’s attitudes toward STEAM education in Korea. International Journal of Technology and Design Education, 32(5), 2495–2526.
Klaver, L. T., & van der Molen, J. H. W. (2021). Measuring Pupils’ Attitudes Towards Socioscientific Issues. Science & Education, 30(2), 317–344.
Kline, R. B. (2010). Principles and practices of structural equation modeling (3rd ed.). Guilford Press.
Klosterman, M. L., & Sadler, T. D. (2010). Multi‐level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues‐based Instruction. International Journal of Science Education, 32(8), 1017–1043.
Kruse, J., Voss, S., Easter, J., Kent‐Schneider, I., Menke, L., Owens, D., Roberts, K., & Woodward, L. (2025). Preparing students for the modern information landscape and navigating science–technology–society issues. Journal of Research in Science Teaching, 62(3), 792–824.
Kumarassamy, J., & Koh, C. (2019). Teachers’ Perceptions of Infusion of Values in Science Lessons: a Qualitative Study. Research in Science Education, 49(1), 109–136.
Lee, E. A., & Brown, M. J. (2018). Connecting Inquiry and Values in Science Education. Science & Education, 27(1–2), 63–79.
Lee, H. (2022). Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues. Asia-Pacific Science Education, 8(2), 301–330.
Leite, L., & Dourado, L. (2013). Laboratory Activities, Science Education and Problem-solving Skills. Procedia - Social and Behavioral Sciences, 106, 1677–1686.
Li, J., Xue, E., Li, C., & He, Y. (2023). Investigating Latent Interactions between Students’ Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors. Behavioral Sciences, 13(7), 555.
Macalalag, A. Z., Johnson, J., & Lai, M. (2020). How do we do this: learning how to teach socioscientific issues. Cultural Studies of Science Education, 15(2), 389–413.
Macalalag, A. Z., Minken, Z., & Varma, C. (2023). SSI: Teachers Make STEM Concepts Relevant to Their Students. The Eurasia Proceedings of Educational & Social Sciences, 31, 119–126. www.isres.org
Mang, H. M. A., Chu, H.-E., Martin, S. N., & Kim, C.-J. (2021). An SSI-Based STEAM Approach to Developing Science Programs. Asia-Pacific Science Education, 7(2), 549–585.
Mang, H. M. A., Chu, H.-E., Martin, S. N., & Kim, C.-J. (2023). Developing an Evaluation Rubric for Planning and Assessing SSI-Based STEAM Programs in Science Classrooms. Research in Science Education, 53(6), 1119–1144.
Markus, K. A., & Borsboom, D. (2024). Frontiers of Test Validity Theory. Routledge.
Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822.
Nilimaa, J. (2023). New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics. Trends in Higher Education, 2(3), 477–495.
Nugraha, M. G., Kidman, G., & Tan, H. (2024). Interdisciplinary STEM education foundational concepts: Implementation for knowledge creation. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2523.
OECD. (2023). PISA 2025 Science Framework (Draft). Oxford University Press.
Orçan, F. (2018). Exploratory and Confirmatory Factor Analysis: Which One to Use First? Journal of Measurement and Evaluation in Education and Psychology, 9(4), 414–421.
Peterson, R. A., Kim, Y., & Choi, B. (2020). A meta-analysis of construct reliability indices and measurement model fit metrics. Methodology, 16(3), 208–223.
Pinar, F. I. L., Panergayo, A. A. E., Sagcal, R. R., Acut, D. P., Roleda, L. S., & Prudente, M. S. (2025). Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis. Disciplinary and Interdisciplinary Science Education Research, 7(1), 18.
Potgieter, M. L., Filmalter, C., & Maree, C. (2025). Teaching, learning and assessment of the affective domain of undergraduate students: A scoping review. Nurse Education in Practice, 86, 104417.
Pulungan, R. D., Jayanti, U. N. A. D., & Wijayanti, E. (2025). Developing socio-scientific inquiry-based worksheets to enhance students’ problem-solving skills on biodiversity topics. Research and Development in Education, 5(2), 781–795.
Rahayu, S., Abdurrahman, Herlina, K., Suyatna, A., & Ertikanto, C. (2025). Analysis of Teachers’ Needs in Renewable Energy Learning Programs Using SSI Integrated with PjBL-STEM to Enhance Collaborative Problem-Solving and Entrepreneurial Skills. Jurnal Penelitian Pendidikan IPA, 11(1), 774–782.
Reswara, T. R., Parno, Nugraheni, D., Suwasono, P., Jannah, R., & Khamis, N. (2024). Increasing scientific literacy abilities through SSI integrated PjBL-STEAM learning model on energy and simple machine topics. Journal of Physics: Conference Series, 2866(1), 012107.
Saija, M., Rahayu, S., Fajaroh, F., & Sumari, S. (2022). Enhancement of high school students’ scientific literacy using local-socioscientific issues in OE3C instructional strategies. Jurnal Pendidikan IPA Indonesia, 11(1), 11-23
Schriebl, D., Müller, A., & Robin, N. (2023). Modelling Authenticity in Science Education. Science & Education, 32(4), 1021–1048.
Shanta, S. (2022). Assessment of Real-World Problem-Solving and Critical Thinking Skills in a Technology Education Classroom. In P. J. Williams & B. von Mengersen (Eds.), Applications of Research in Technology Education: Helping Teachers Develop Research-Informed Practice (pp. 149–163). Springer Nature Singapore.
Siribunnam, S., Bednarova, R., & Nuangchalerm, P. (2019). The effect of SSI overlap STEM Education on Secondary Students’ Socio-scientific decision making. Journal of Physics: Conference Series, 1340(1), 012006.
Sjöström, J., Frerichs, N., Zuin, V. G., & Eilks, I. (2017). Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education, 53(2), 165–192.
Tang, M., Wijaya, T. T., Li, X., Cao, Y., & Yu, Q. (2025). Exploring the determinants of mathematics teachers’ willingness to implement STEAM education using structural equation modeling. Scientific Reports, 15(1), 6304.
Topsakal, İ., Yalçın, S. A., & Çakır, Z. (2022). The Effect of Problem-based STEM Education on the Students’ Critical Thinking Tendencies and Their Perceptions for Problem Solving Skills. Science Education International, 33(2), 136–145.
UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.
Verawati, N. N. S. P., & Nisrina, N. (2025). Reimagining Physics Education: Addressing Student Engagement, Curriculum Reform, and Technology Integration for Learning. International Journal of Ethnoscience and Technology in Education, 2(1), 158.
Wahono, B., Chang, C. Y., & Khuyen, N. T. T. (2021). Teaching socio-scientific issues through integrated STEM education: an effective practical averment from Indonesian science lessons. International Journal of Science Education, 43(16), 2663–2683.
Watkins, M. W. (2018). Exploratory Factor Analysis: A Guide to Best Practice. Journal of Black Psychology, 44(3), 219–246.
Won, A.-R., Choi, S.-Y., Chu, H.-E., Cha, H.-J., Shin, H., & Kim, C.-J. (2021). A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change. Asia-Pacific Science Education, 7(1), 134–172.
Xiong, Z., Xia, H., Ni, J., & Hu, H. (2025). Basic assumptions, core connotations, and path methods of model modification—using confirmatory factor analysis as an example. Frontiers in Education, 10, 1506415.
Yulianti, E., Rahman, N. F. A., Suwono, H., & Phang, F. A. (2025). Transdisciplinary STEAM learning in improving students’ conceptual understanding of heat and temperature. Research in Science & Technological Education, 1–21.
Zeeshan, K., Watanabe, C., & Neittaanmaki, P. (2021). Problem-solving skill development through STEM learning approaches. 2021 IEEE Frontiers in Education Conference (FIE), 1–8.
Zeidler, D. L. (2016). STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response. Cultural Studies of Science Education, 11(1), 11–26.
Zeidler, D. L., Sadler, T. D., Applebaum, S., & Callahan, B. E. (2009). Advancing reflective judgment through Socioscientific Issues. Journal of Research in Science Teaching, 46(1), 74–101.
Zhang, W.-X., & Hsu, Y.-S. (2025). Professional Development for Socioscientific Issue Teaching: Exploring the Discourse of In-Service Teachers in Community Activities through Epistemic Network Analysis. Research in Science Education, 55(4), 961–987.
Zhang, Y., Tian, Y., Yao, L., Duan, C., Sun, X., & Niu, G. (2023). Teaching presence promotes learner affective engagement: The roles of cognitive load and need for cognition. Teaching and Teacher Education, 129, 104167.
