Effect Adaptive Inquiry-Based Learning Model and Group Discussion-Based Learning on the Environmental Knowledge and Sustainability Competencies

Environmental education plays a crucial role in enhancing students’ sustainability competencies, yet challenges remain in identifiying effective learning models. This article aims to reveal the effects of the adaptive inquiry-based learning model and Group discussion-based learning on the environmental knowledge and sustainability competencies of students. This article also reviews the influence of gender differences on environmental knowledge and sustainability competencies. The research was conducted among high school students in Aceh, Indonesia, with a population of 267 high school students. Using slavin sampling technique, 160 students was selected. The research method used quantitative research from an quasi experimental design with a pretest-postest control group design. Data were collected using Geiger’s Environmental Knowledge Test and sustainability competency assessment rubric from Doucette et al., which had been validated for reliability and content accuracy. The analysis utilized Multivariate Analysis of Variance (MANOVA). The results show that adaptive inquiry-based learning is influential and has a strong effect than group discussion-based learning on environmental knowledge and sustainability competencies. However, there is no influence between man and woman on environmental knowledge and sustainability competencies. Practical implications of learning using adaptive inquiry-based learning are discussed and elaborated.