Improving Students’ Scientific Literacy Through Science Learning with Socio Scientific Issues (SSI)

Abstract

This study aims to investigate the effect of Socio Scientific Issues (SSI) approach in the science learning to enhance students' scientific literacy. 90 students of 8th graders, who were divided into three classes, were involved. They learned by using the same SSI approach but with the different themes, including global warming, food additives, and living thingenvironment interaction. After the learning process, students performed the literacy test related to the topics. The results showed that the SSI approach in science learning made students feel the need to learn science, and makes learning more meaningful. In addition, the students' scientific literacy increased in the high category after the implementation. All three aspects of competency, including explaining scientific phenomena, interpreting data and scientific evidence, and evaluating data and facts scientifically, showed a high increase. The similar increase was also shown in knowledge aspects. On the other hand, the enhancement of attitude toward science aspect showed lower category in average.

Application of Physics E-Learning Material Integrated Social-Scientific Issue Context to Improve Students’ Scientific Literacy Skills

“…Learning presented in the SSI context will train students' skills in making decisions related to polemical and controversial social issues and make students capable of scientific literacy. SSI also has a high contextuality aspect, presenting dilemmas and even problems (Permanasari et al, 2021). Problems in SSI can be solved using mastery of science and social awareness that arise in mental conflicts.…”

Research Trend of Socioscientific Issues Based on Scopus Journal Database: A Bibliometric Study from 2011 to 2021

“…In science learning, the use of socio-scientific issues had a positive impact on important skills for students' careers and futures. In previous research, various skills that have been documented include those related to scientific literacy (Anggereini et al, 2023;Ke et al, 2021;Permanasari et al, 2021;Saija et al, 2022;Tidemand & Nielsen, 2017), environmental citizenship (Ariza et al, 2021), conceptual understanding (Wahyuni et al, 2021), argumentation (Dewi et al, 2023;Herawati & Istiana, 2021), informal reasoning (Kalin & Bahadir, 2022), and critical thinking (Jariah & Aminatun, 2022).…”