Analysing Teacher-Designed Learning Stimuli for Science Literacy: Implications for Critical Thinking and ESD-Oriented Pedagogy Rini Solihat*, Ari Widodo, Agus Setiabudi, Eliyawati
Universitas Pendidikan Indonesia
Abstract
This study investigates the characteristics and quality of learning stimuli designed by a teacher in science instructional documents, including lesson modules, student worksheets, and assessment instruments. Learning stimuli are essential in promoting students^ cognitive engagement, particularly in fostering critical thinking and problem-solving skills aligned with science literacy and education for sustainability competencies. A qualitative descriptive approach was employed through document analysis using a structured analysis sheet. The analysis focused on key indicators such as contextual relevance, cognitive demand, inquiry orientation, integration of real-world problems, and the potential to stimulate higher-order thinking and reflection. The findings indicate that the instructional documents partially reflect inquiry-based and discovery learning approaches, with activities involving observation, classification, and verification. Some learning stimuli are contextual and connected to students^ daily experiences. However, most stimuli are categorized at low to medium cognitive levels, with limited opportunities for complex problem-solving and critical reasoning. The integration of ESD principles and Sustainable Development Goals is not explicitly addressed, and sustainability aspects remain implicit. Additionally, there is a lack of alignment among modules, worksheets, and assessment components, particularly in reinforcing consistent cognitive and reflective demands. This study highlights the need to enhance teachers^ capacity to design coherent, high-quality learning stimuli that support higher-order thinking and sustainability-oriented learning.
