Structural Equation Modeling of Sustainability Consciousness among Indonesian Pre-Service Chemistry Teachers

Wiwik Kartika Sari, Nur Alawiyah, Lu'luatul Hikmah

Abstract

Sustainability Consciousness is an important competency for pre-service chemistry teachers, as it encompasses knowledge, attitudes, and behaviours related to environmental, social, and economic sustainability. However, the development and interrelationship of these dimensions among pre-service chemistry teachers in Indonesia have not been sufficiently examined. This study aims to analyze the multidimensional structure of Sustainability Consciousness and examine the relationships among Sustainability Knowingness, Sustainability Attitudes, and Sustainability Behaviours. A quantitative correlational-causal approach was employed involving pre-service chemistry teachers from five teacher education institutions in Indonesia. Data were collected using an adapted Sustainability Consciousness Questionnaire consisting of statements measuring knowingness, attitudes, and behaviours across environmental, social, and economic dimensions. The questionnaire was administered using a five-point Likert scale. Data were analyzed using Covariance-Based Structural Equation Modeling through confirmatory factor analysis and structural model assessment. The results indicate that Sustainability Consciousness is a multidimensional construct reflected through Sustainability Knowingness, Sustainability Attitudes, and Sustainability Behaviours. The descriptive findings show that participants demonstrated very high levels of sustainability knowingness and attitudes, while their sustainability behaviours were comparatively lower. The measurement model demonstrated adequate reliability and validity, while the final model showed an acceptable level of overall fit. The findings indicate a potential gap between sustainability knowledge, attitudes, and behaviours, particularly in translating positive sustainability orientations into consistent practices. Therefore, chemistry teacher education should provide more contextual and action-oriented learning experiences that enable pre-service teachers to transform sustainability knowledge and attitudes into sustainable behaviours.

Keywords

Education for Sustainable Development; Pre-service Chemistry Teachers; Sustainability Consciousness; Sustainability Consciousness Questionnaire; Structural Equation Modeling

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DOI: https://doi.org/10.20961/paedagogia.v29i3.127342

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