The Use of Socioscientific Issues in Science Learning: Review Literature

Nurul Hidayah Nasution; Irda Wahidah Nasution

doi:10.55227/ijhess.v5i5.2148

Authors

Nurul Hidayah Nasution STIT HASIBA
Irda Wahidah Nasution Tjut Nyak Dhien University

DOI:

https://doi.org/10.55227/ijhess.v5i5.2148

Keywords:

Education, Socioscientific Issues, Science Learning, Riview Literature, Environmental Challenges

Abstract

The goal of education is to develop students' abilities. These abilities are expected to grow and develop in accordance with the values prevailing in society and the nation's culture. The approach related to scientific and social issues is known as the socioscientific approach. In general, this approach provides a way for students to learn about scientific research through case development, which can be implemented through classroom discussions and problem-based learning. The method applied in this article is the review literature Study (SLR). This approach is generally used to review articles and publish the results of the review in new articles. The procedures used in this technique include formulating the topic to be researched, establishing inclusion and exclusion criteria or a screening process. If necessary, these elements are found and then analyzed. The results of the analysis are organized based on what has been read. Articles to be analyzed will be obtained by searching the Publish Or Perish application for databases from Google Scholar and Crossref, searching for research literature that aligns with the keywords: socioscientific issues in science learning. The SLR method allows researchers to systematically review and identify journals where each process follows predetermined steps. The inclusion criteria used were articles from 2023-2026, research topics covering socioscientific issues in science learning. Exclusion criteria were research articles that cannot be accessed completely, are not full text, non-science, non-junior high school, and all those in languages other than English and Indonesian. The literature stages are based on using Research Questions to make the discussion more focused and to make it easier for researchers in the review literature process. Socioscientific issues (Socioscientific Issues) are issues that describe social problems in society within a conceptual, procedural, or technological context of science. The use of socioscientific issues in science learning can encourage students to actively engage in dialogue, discussion, and debate, which can provide opportunities for them to evaluate their understanding and improve their mastery of concepts related to the material they have learned. Currently, one of the topics being discussed is environmental challenges, namely climate change and rising global temperatures. Global temperature rise is a phenomenon that can be studied and addressed with the help of science.

References

Azizah, H. P., Ilhami, A., & Hafiza, N. (2022). Pengembangan E-Modul IPA SMP Berbasis Socio Scientific Issues (SSI) : Systematic Review. Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi, 2(4). https://doi.org/10.59818/jpi.v2i4.206

Danianty, N., & Sari, P. M. (2022). Hubungan Literasi Sains dengan Keterampilan Proses Sains pada Peserta Didik Kelas V di Sekolah Dasar. Ideas: Jurnal Pendidikan, Sosial, dan Budaya, 8(3), 1007. https://doi.org/10.32884/ideas.v8i3.894

Imaduddin, M., & Khafidin, Z. (2018). Pembelajaran Berbasis Socio-Scientific Issues di Abad ke-21. Thabiea : Journal of Natural Science Teaching, 1(2), 102.

Makkawaru, M. (2019). Pentingnya Pendidikan Bagi Kehidupan dan Pendidikan . Jurnal Konsepsi , 8(3), 116–119.

Pratiwi, N. S., Cari, & Aminah, S. N. (2019). Pembelajaran IPA Abad 21 dengan Literasi Sains Siswa. Jurnal Materi dan Pembelajaran Fisika, 9(1), 34–42.

Putri, M. R., & Miterianifa. (2023). Penggunaan Isu Sosiosaintifik Dalam Pembelajaran IPA: Review Literatur. Journal of Natural Sciences, 4(2), 103–111. https://doi.org/10.34007/jonas.v4i2.401

Putri, S. N., Manuk, I. L., Hedwidgis, M., & Nirmalasari, M. A. Y. (2022). Kajian Isu Sosiosaintifik dalam Warisan Budaya Sikka. Jurnal Pendidikan MIPA, 12(3), 761–771.

Rahayu, Y., Suhendar, S., & Ratnasari, J. (2020). Keterampilan Argumentasi Siswa Pada Materi Sistem Gerak SMA Negeri Kabupaten Sukabumi-Indonesia. Biodik, 6(3), 312–318. https://doi.org/10.22437/bio.v6i3.9802

Rahmawati, W., Ratnasari, J., & Suhendar, S. (2018). Pengaruh Pendekatan Pembelajaran Socioscientific Issues Terhadap Kemampuan Berpikir Kreatif Peserta Didik. Jurnal Pelita Pendidikan, 6(2), 124–132. https://doi.org/10.24114/jpp.v6i2.10150

Ramdani, A., Jufri, A. W., Jamaluddin, J., & Setiadi, D. (2020). Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik. Jurnal Penelitian Pendidikan IPA, 6(1), 119–124. https://doi.org/10.29303/jppipa.v6i1.388

Setyaningsih, A., Rahayu, S., Fajaroh, F., & Parmin, P. (2019). Pengaruh pembelajaran process oriented-guided inquiry learning berkonteks isu-isu sosiosaintifik dalam pembelajaran asam basa terhadap keterampilan berargumentasi siswa SMA kelas XI. Jurnal Inovasi Pendidikan IPA, 5(2), 168–179. https://doi.org/10.21831/jipi.v5i2.20693

Solbes, J., Torres, N., & Traver, M. (2018). Use of socio-scientific issues in order to improve critical thinking competences. Asia-Pacific Forum on Science Learning and Teaching, 19(1), 1–22.

Triani, W., Maryuningsih, Y., & Mujib Ubaidillah, D. (2020). Siska, Wili Triani, Yunita, Yuyun Maryuningsih, dan Mujib Ubaidillah. Jurnal Pendidikan Sains & Matematika, 8(1), 22–33.

Zulaika, A., Erlina, & Rachmat Sahputra. (2022). Jurnal Pendidikan MIPA. Jurnal Pendidikan MIPA, 12(1), 1–7.