THE SSI-INTEGRATED FLIPPED GROW MODEL: EVIDENCE OF VALIDITY AND PRACTICALITY FOR PROMOTING CREATIVE THINKING IN CHEMISTRY EDUCATION

Abstract

Critical thinking is an essential competency for preservice chemistry teachers, yet Qualitative Analytical Chemistry instruction often provides limited opportunities for evidence-based reasoning and scientific argumentation. This study aimed to develop and evaluate an instructional model that integrates socioscientific issues (SSI), flipped learning, and problem-based learning (PBL) to promote critical thinking. Using an Educational Design Research approach, the model was developed and evaluated through preliminary research, prototyping, and assessment phases. The resulting SSI-Integrated Flipped GROW Model consists of five instructional phases: Gather, Reframe, Outline, Work 1, and Work 2 (GROW). The findings demonstrated excellent content validity (0.900–0.967), high practicality, reflected by implementation fidelity increasing from 87.75% to 98.23% and positive student responses (95.4%), and significant improvement in critical thinking skills (p < .001; η² = 0.140). The model provides a valid, practical, and effective framework for promoting evidence-based reasoning, scientific argumentation, and reflective decision-making in Qualitative Analytical Chemistry. As its primary contribution, the model offers a unified instructional framework that systematically integrates SSI, flipped learning, and PBL within a coherent learning sequence. The flexible structure of the GROW phases also suggests potential applicability across other chemistry disciplines, making the model a promising approach for advancing higher-order thinking in chemistry teacher education.