Socio Scientific Issue application in PBL model:  Is that effective to improve chemical literacy?

Az-zahra Jasmine Heru Putri; Endang Susilowati; Sri Mulyani

doi:10.21831/jipi.v11i1.77351

Socio Scientific Issue application in PBL model: Is that effective to improve chemical literacy?

Az-zahra Jasmine Heru Putri, UNS, Universitas Sebelas Maret, Surakarta, Indonesia
Endang Susilowati, UNS, Universitas Sebelas Maret, Surakarta, Indonesia
Sri Mulyani, UNS, Universitas Sebelas Maret, Surakarta, Indonesia

10.21831/jipi.v11i1.77351

Abstract

This study aims to prove the impact socio scientific issue application in the Problem Based Learning model towards student’s chemical literacy ability on acid and base materials. This study employed quasi-experimental methodology through Pretest Posttest Nonequivalent Control Group design. This study's population consisted of each of the 11^th grade science students from one of Surakarta's public high schools in the 2023/2024 academic year. This study used class XI.6 (control class) and class XI.7 (experimental class). The selection of the sample used cluster random samplings method. Based on the analysis of the hypothesis test carried out with the Independent Sample T-Test test, the Sig. value is 0,000. The mean chemical literacy score in the experimental class was 72, whereas in the control class it was 62. The enhancement of chemical literacy in the experimental class was 63% (quite effective), while the control class it was 50% (less effective). This study proven that the effect of SSI application in the PBL model on students' chemistry literacy ability was more significant than the PBL without SSI application. Therefore, implementing SSI in the PBL model can be an option and learning motivation to further increase student’s chemistry literacy ability.

Keywords

socio scientific issue; chemical literacy; problem-based learning; acid and base

References

Ad’hiya, E., & Laksono, E. W. (2018). Development and validation of an integrated assessment instrument to assess students’ analytical thinking skills in chemical literacy. International Journal of Instruction, 11(4), 241–256. https://doi.org/10.12973/iji.2018.11416a

Afandi, Sajidan, Akhyar, M., & Suryani, N. (2019). Development frameworks of the Indonesian partnership 21 st -century skills standards for prospective science teachers: A Delphi study. Jurnal Pendidikan IPA Indonesia, 8(1), 89–100. https://doi.org/10.15294/jpii.v8i1.11647

Ambrogi, P., & Eilks, I. (2023). Lessons learned from a case study on teaching the socioscientific issue of ethanol, used as an ingredient of sanitizers, to promote students’ learning of and about chemistry during the COVID-19 pandemic. Chemistry Teacher International, 5(4), 481–492. https://doi.org/10.1515/cti-2023-0028

Arends. (2012). Learning to teach ninth edition (9th ed.) (ninth edit). Library of Congress Cataloging.

Cahyarini, A., Rahayu, S., & Yahmin, Y. (2016). The effect of 5E learning cycle instructional model using socioscientific issues (SSI) learning context on students’ critical thinking. Jurnal Pendidikan IPA Indonesia, 5(2), 222–229. https://doi.org/10.15294/jpii.v5i2.7683

Celik, S. (2014). Chemical literacy levels of science and mathematics teacher candidates. Australian Journal of Teacher Education, 39(1). https://doi.org/10.14221/ajte.2014v39n1.5

Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017). Argumentation to foster pre-service science teachers’ knowledge, competency, and attitude on the domains of chemical literacy of acids and bases. Chemistry Education Research and Practice, 18(2), 288–303. https://doi.org/10.1039/c6rp00167j

Evagorou, M., Jimenez-Aleixandre, M. P., & Osborne, J. (2012). “Should We Kill the Grey Squirrels?” A Study Exploring Students’ Justifications and Decision-Making. International Journal of Science Education, 34(3), 401–428. https://doi.org/10.1080/09500693.2011.619211

Fadly, D., Rahayu, S., Dasna, I. W., & Yahmin, Y. (2022). The Effectiveness of a SOIE Strategy Using Socio-scientific Issues on Students Chemical Literacy. International Journal of Instruction, 15(1), 237–258. https://doi.org/10.29333/iji.2022.15114a

Fortuna, R. A., & Fitria, Y. (2021). Upaya Meningkatkan Literasi Sains Siswa Sekolah Dasar dalam Pembelajaran Daring Akibat Covid-19 Retno. Jurnal Basicedu, 5(4), 2054–2061. https://doi.org/10.31004/basicedu.v5i4.1034

Genisa, M. U., Subali, B., Djukri, Agussalim, A., & Habibi, H. (2020). Socio-scientific issues implementation as science learning material. International Journal of Evaluation and Research in Education, 9(2), 311–317. https://doi.org/10.11591/ijere.v9i2.20530

Gul, M. ., & Akcay, H. (2020). Structuring a new socioscientific issues (SSI) based instruction model: Impacts on pre-service science teachers’ (PSTs) critical thinking skills and dispositions. International Journal of Research in Education and Science, 6(1), 141–159. https://doi.org/10.46328/ijres.v6i1.785

Haetami, A., Arwien, R. T., Marhadi, M. A., Rudi, L., & Arsyad, M. (2023). Increasing Literacy Ability in Chemistry on A Socio-Scientific Basis. Jurnal Penelitian Pendidikan IPA, 9(6), 154–161. https://doi.org/10.29303/jppipa.v9i6.3908

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Handayani, G., Adisyahputra, A., & Indrayanti, R. (2018). Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students. Biosfer, 11(1), 22–32. https://doi.org/10.21009/biosferjpb.11-1.3

Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645–670. https://doi.org/10.1080/09500690305021

Husniyyah, A. A., Erman, E., Purnomo, T., & Budiyanto, M. (2023). Scientific Literacy Improvement Using Socio-Scientific Issues Learning. IJORER : International Journal of Recent Educational Research, 4(4), 447–456. https://doi.org/10.46245/ijorer.v4i4.303

Li, Y., & Guo, M. (2021). Scientific Literacy in Communicating Science and Socio-Scientific Issues: Prospects and Challenges. Frontiers in Psychology, 12(November). https://doi.org/10.3389/fpsyg.2021.758000

Luo, Y. J. (2019). The influence of problem-based learning on learning effectiveness in students’ of varying learning abilities within physical education. Innovations in Education and Teaching International, 56(1), 3–13. https://doi.org/10.1080/14703297.2017.1389288

Minin, A., & Fauziah, H. N. (2022). Efektivitas Model Pembelajaran Problem-based Learning Berbasis Socioscientific terhadap Kemampuan Argumentasi Peserta Didik. Jurnal Tadris IPA Indonesia, 2(2), 195–204. https://doi.org/10.21154/jtii.v2i2.865

Morris, H. (2014). Socioscientific Issues and Multidisciplinarity in School Science Textbooks. International Journal of Science Education, 36(7), 1137–1158. https://doi.org/10.1080/09500693.2013.848493

Muntholib, Khusmawardani, E., Utomo, Y., Muchson, & Yahmin. (2020). Development and implementation of multiple-choice chemical literacy survey in acid-base chemistry. AIP Conference Proceedings, 2215(April). https://doi.org/10.1063/5.0000547

Natalia DS. (2017). Penerapan Model Pembelajaran Berbasis Masalah Dengan Bantuan Media Video Untuk Meningkatkan Keterampilan Menulis Teks Eksplanasi. Jurnal Pendidikan Dan Pembelajaran Bahasa Indonesia, 12(1), 44–56.

https://doi.org/10.23887/jurnal_bahasa.v12i1.1963

Nisa, G., Sarwi, S., & Subali, B. (2021). An Analysis of Problem-Based Learning Activities in Improving Students’ Critical Thinking Skills and Intrapersonal Intelligence. Journal of Primary Education, 10(4), 449–460. https://doi.org/10.15294/jpe.v10i4.54746

Nurhadi, N. (2022). Pengaruh Penerapan Pendekatan Socio Scientific IssuesTerhadap Kemampuan Literasi Sains Siswa Pada Materi Minyak Bumi. JRPK: Jurnal Riset Pendidikan Kimia, 12(1), 10–19. https://doi.org/10.21009/jrpk.121.02

Nurisa, I., & Arty, I. S. (2019). Measuring Students’ Chemistry Literacy Ability of Acid and Base Concepts. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012018

OECD. (2017). PISA for Development Assessment and Analytical Framework : Reading, Mathematics, and Science. OECD Publishing, 1(1), 1–198. https://doi.org/10.1787/9789264305274-en

OECD. (2023). PISA 2022 Results (Volume I) : The State of Learning and Equity in Education. In OECD Publishing: Vol. I. https://doi.org/10.1787/dfe0bf9c-en

Perkasa, M., & Aznam, N. (2016). Pengembangan SSP kimia berbasis pendidikan berkelanjutan untuk meningkatkan literasi kimia dan kesadaran terhadap lingkungan. Jurnal Inovasi Pendidikan IPA, 2(1), 46. https://doi.org/10.21831/jipi.v2i1.10269

Puspitasari, P. A., Hastuti, B., & Mulyani, B. (2024). Impacts of The POGIL Learning Model Combined With a SETS Approach on Chemical Literacy and Science Process Skills in The Context of Buffer Solutions. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 9(1), 171. https://doi.org/10.20961/jkpk.v9i1.85057

Qamariyah, S. N., Rahayu, S., Fajaroh, F., & Alsulami, N. M. (2021). The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students’ Higher-Order Thinking Skills. Journal of Science Learning, 4(3), 210–218. https://doi.org/10.17509/jsl.v4i3.30863

Rabindran, & Madanagopal, D. (2020). Piaget’s Theory and Stages of Cognitive Development- An Overview. Scholars Journal of Applied Medical Sciences, 8(9), 2152–2157. https://doi.org/10.36347/sjams.2020.v08i09.034

Rahayu, S. (2019). Socio-scientific Issues (SSI) in Chemistry Education: Enhancing Both Students’ Chemical Literacy & Transferable Skills. Journal of Physics: Conference Series, 1227(1). https://doi.org/10.1088/1742-6596/1227/1/012008

Rery, R. U., & Rahmasari, T. P. (2023). Research Trend of Socio scientific Issues on Chemical Kinetic Materials: Literature Review. AL-ISHLAH: Jurnal Pendidikan, 15(4), 5121–5130. https://doi.org/10.35445/alishlah.v15i4.3787

Rézio, S., Andrade, M. P., & Teodoro, M. F. (2022). Problem-Based Learning and Applied Mathematics. Mathematics, 10(16), 1–13. https://doi.org/10.3390/math10162862

Rostikawati, D. A., & Permanasari, A. (2016). Rekonstruksi bahan ajar dengan konteks socio-scientific issues pada materi zat aditif makanan untuk meningkatkan literasi sains siswa. Jurnal Inovasi Pendidikan IPA, 2(2), 156. https://doi.org/10.21831/jipi.v2i2.8814

Saunders, K. J., & Rennie, L. J. (2013). A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science. Research in Science Education, 43(1), 253–274. https://doi.org/10.1007/s11165-011-9248-z

Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). Chemical literacy: What does this mean to scientists and school teachers? Journal of Chemical Education, 83(10), 1557–1561. https://doi.org/10.1021/ed083p1557

Stolz, M., Witteck, T., Marks, R., & Eilks, I. (2013). Reflecting socio-scientific issues for science education coming from the case of curriculum development on doping in chemistry education. Eurasia Journal of Mathematics, Science and Technology Education, 9(4), 361–370. https://doi.org/10.12973/eurasia.2014.945a

Sukarelawan, M. I., Indratno, T. K., & Ayu, S. M. (2024). N-Gain vs Stacking. Surya Cahya.

Tidemand, S., & Nielsen, J. A. (2017). The role of socioscientific issues in biology teaching: from the perspective of teachers. International Journal of Science Education, 39(1), 44–61. https://doi.org/10.1080/09500693.2016.1264644

Wiyarsi, A., & Çalik, M. (2019). Revisiting the scientific habits of mind scale for socio-scientific issues in the Indonesian context. International Journal of Science Education, 41(17), 2430–2447. https://doi.org/10.1080/09500693.2019.1683912

Wiyarsi, A., Prodjosantoso, A. K., & Nugraheni, A. R. E. (2021). Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning. Frontiers in Education, 6(May), 1–12. https://doi.org/10.3389/feduc.2021.660495

World Economic Forum. (2015). New Vision for Education: Unlocking the Potential of Technology. New Vision for Education: Unlocking the Potencial of Technology, 1–32.

Yaumi, Madlazim, & Taufikurohmah, T. (2019). Development of Science Learning Material with Socio-Scientific Issues (SSI) on Climate Change Materials to Improve Science Literacy of Junior High School Students. Jurnal Penelitian Pendidikan IPA, 4(2), 56–63. https://doi.org/10.26740/jppipa.v4n2.p56-63

Yulianti, E., & Gunawan, I. (2019). Model Pembelajaran Problem Based Learning (Pbl): Efeknya Terhadap Pemahaman Konsep Dan Berpikir Kritis Problem Based Learning (Pbl) Learning Model: the Effect on Understanding of Concept and Critical Thinking. Indonesian Journal of Science and Mathematics Education, 2(3), 399–408. https://doi.org/10.24042/IJSME.V2I3.4366

Zeidler, D. L. (2014). Socio Scientific Issues as a Curiculum Emphasis. In Handbook of Research on Science Education, Volume II (pp. 697–726). https://doi.org/10.4324/9780203097267-45

DOI: https://doi.org/10.21831/jipi.v11i1.77351