Critical Dispositions in Controversial Science Issues: Evidence From Science Education Students within the Context of the PISA 2025 Science Framework
Keywords:
Controversial Science Issues, Critical Disposition, International Class Program, PISA, Science EducationAbstract
Critical disposition is a crucial element in 21st-century science education, particularly in addressing controversial scientific issues. This study aims to describe the profile of critical dispositions among students of the International Class Program (ICP) in Science Education at Universitas Negeri Makassar, based on Facione’s seven indicators: Truth-Seeking, Open-Mindedness, Analyticity, Systematicity, Critical Thinking Self-Confidence, Inquisitiveness, and Maturity of Judgment. It also seeks to compare these dispositions across controversial science issues at personal, local/national, and global scales. The research employed a quantitative descriptive method with 114 ICP Science Education students from cohorts 2022–2025 as participants. The 21-item Science Critical Disposition Test (SCDT) (CVI = 0.83; α = 0.78) was used to measure the seven indicators of critical disposition, following Facione’s framework within the PISA 2025 context (personal, local/national, global). The results indicate that Open-Mindedness had the highest mean score, while Analyticity and Inquisitiveness showed the lowest. Critical disposition scores were highest in the context of personal issues, lower in local/national issues, and lowest in global issues. In conclusion, ICP Science Education students demonstrated relatively high critical dispositions, with strength in Open-Mindedness but weaknesses in Analyticity and Inquisitiveness. The implication of this study is the need for instructional strategies that strengthen weaker indicators of critical disposition while maintaining open-mindedness, for example through the continuous integration of controversial science issues into the curriculum.
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