Lesson Structure Shapes Engagement, Critical Inquiry, and Creative Thinking in Science Class

Science learning in junior high schools necessitates active participation, strong scientific attitudes, and creative thinking, aligning with contemporary educational paradigms to equip students for real-world challenges. Using qualitative methods, this study investigated instructional practices at an international-curriculum junior high school in Surakarta, focusing on student engagement through observations and interviews with 33 students and one teacher. Results revealed significant student passivity, notably passive listening (39.68%) and inactivity (27.78%), with teachers primarily employing traditional management and basic explanatory methods (each 32.65%). Students preferred visual and contextual media, significantly boosting their motivation and engagement. However, the prevalent question-and-answer method lacked sufficiently stimulating questioning techniques for fostering deep critical thinking. The findings highlight the need for innovative, visually-enriched instructional strategies to effectively enhance students’ scientific attitudes and creative thinking, meeting the evolving demands of modern educational contexts.