Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students’ sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.

The process of learning science in some schools is still in the form of direct transfer from teacher to student. The learning process will be meaningful if the students involved and explore more in building a concept. The aim of this study is to investigate the impact of Argument-Driven Inquiry on students’ concept in learning global warming. The method that is used in this research was quasi-experiment. The study used two classes with one experimental group that used Argument-Driven Inquiry and one control group that used Inquiry-based Learning. The population of this study is seventh-grade students in one of Secondary School in Bandung, Indonesia. The sample is chosen by purposive sampling technique. The participants consist of 52 students from the experimental group and the control group. Each group consists of 26 students. The result of this study shows the improvement of students’ concept mastery in the experimental group is obtained as 0.45 and for the control group is 0.28. Based on the result, Argument-Driven Inquiry gives the better impact in improving students’ concept mastery. Argument-Driven Inquiry can be considered as one of the teaching models that can be implemented in Junior Secondary School.

Learning process in some school is still in the form of direct transfer from teacher to students, whereas students will learn better if the learning process is meaningful. The aim of this study is to investigate the effect of STEM Project-Based Learning on students’ Concept Mastery in learning light and optics. The method that is used in this study is a weak experiment with one group pre-test and post-test design. The population of this study is 8th-grade students in Junior Secondary School “X” that is located in Bandung, Indonesia. The sample is chosen by purposive sampling technique consist of 25 students. The result of this study shows that students concept mastery improves from pre-test and post-test. The improvement of concept mastery is obtained as much as 0.53 that categorized as a medium improvement. Based on the result STEM Project-Based Learning give a better effect on students’ concept mastery, so it can be considered as an alternative teaching model that can be implemented in Junior Secondary Schools.