Fostering multidimensional thinking in chemistry education through an integrated challenge-based learning model with socioscientific issues and counterargumentation

Abstract Multidimensional thinking, comprising critical, creative, and caring thinking, is important for chemistry learning involving authentic challenges, socioscientific issues (SSI), and counterargumentation (CA). This quasi-experimental study compared the Challenge-Socioscientific Issues-Counterargumentation (CHASICA) learning model with Problem-Based Learning (PBL) model among 300 Grade 12 students from four public high schools in Bali, Indonesia. Intact classes completed pretest and posttest measures of critical, creative, and caring thinking over ten learning sessions. The instruments were developed from established theoretical frameworks, reviewed by experts, and demonstrated acceptable internal consistency. Posttest outcomes were analyzed by controlling for prior abilities, with interaction terms included where the relationship between pretest and posttest scores differed across groups. Students in the CHASICA group showed higher posttest outcomes than students in the PBL group across the measured dimensions, although the magnitude of group differences varied according to students’ prior abilities for some outcomes. Teacher and student perception data, analyzed descriptively, also indicated that CHASICA was perceived as more relevant, engaging, and supportive of contextual chemistry learning. The findings suggest that integrating challenge-based learning (CBL), SSI, and CA may provide a promising instructional model for supporting critical, creative, and caring thinking in secondary chemistry education.