Climate change education and scientific competencies are important components of 21st-century learning, particularly in addressing sustainable development challenges. This study aims to examine the effect of guided inquiry learning on elementary students’ scientific competence in the topic of alternative energy, and how it supports the UN SDG 13 climate change mitigation program. The research was conducted at SD Negeri Ketajen I. The research involved a pretest on the same day for both the control class (Class 6A, 20 students) and the experimental class (Class 6B, 18 students). The following day, the experimental class received three sessions of guided inquiry learning. Data were analyzed using the Mann–Whitney U test. The results showed a significant difference between the two groups (p = 0.011), with the experimental group showing greater improvement in explaining, evaluating, and interpreting scientific phenomena. These findings that guided inquiry learning have a positive effect on students’ scientific competence and awareness of climate change, while also providing a practical framework for educators to implement effective teaching strategies that align with sustainable development goals in science education.
Wardhani et al. (Sat,) studied this question.