Scientific Creativity and Argumentation in Inquiry-Based and Blended Science Learning: Implications for Quality Education (SDG 4) through an Integrative IAC Framework

Dyah Permata Sari (Universitas Negeri Surabaya)
Madlazim Madlazim (Universitas Negeri Surabaya)
Mustaji Mustaji (Universitas Negeri Surabaya)
Binar Kurnia Prahani (Universitas Negeri Surabaya)
Baba Musta (University of Malaysia Sabah)
Khaista Rehman (University of Peshawar)
Yan Putra Timur (Universitas Negeri Surabaya)

AMPLITUDO: Journal of Science & Technology Innovation
Vol. 5 No. 2 (2026): August

This study systematically reviews the relationship between scientific creativity and scientific argumentation within inquiry-based and blended science learning, with implications for achieving Sustainable Development Goal 4. Following PRISMA 2020 principles, the review synthesizes 48 peer-reviewed studies published from 2015 to early 2026 across Scopus, Web of Science, and ERIC. The findings show that inquiry-based learning provides the epistemic foundation for both creativity and argumentation, while blended and digitally supported environments extend discourse, collaboration, and multimodal representation. Argumentation functions as a convergent epistemic filter that validates, refines, and strengthens creative scientific ideas. Based on these findings, the study proposes an integrative Inquiry-Argumentation-Creativity framework in which creativity is generated through inquiry and refined through evidence-based argumentation in blended environments. The synthesis suggests that future research should combine longitudinal designs with learning analytics, natural language processing, and multimodal analysis to better capture how creativity and argumentation develop over time.