Chemistry-based socio-scientific issues (SSis) as a learning context: an exploration study of biofuels

Dishadewi, P; Wiyarsi, Antuni; Prodjosantoso, Anti Kolonial; Nugraheni, Anggiyani Ratnaningtyas Eka

doi:10.1088/1742-6596/1440/1/012007

Cited by 7 publications

(4 citation statements)

References 18 publications

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“…By using SSI in learning activities, teachers must understand the chemistry content and socio-scientific problems used, because teachers act an important role in learning success [35], [36]. Naturally, the teacher felt a lot of time to prepare the material and problems that will be used because the teacher has to analyze the learning material and the socio-scientific issues that will be used.…”

Section: Teacher's Knowledge Of Socio-scientific Issuesmentioning

confidence: 99%

“…In fact, many SSI contexts can be used in learning. Examples of related issues that can be used in the study include acid rain, detergent use, biofuels [36], air quality, nutrient content in food [16], natural cosmetics [37], water quality, volcanic eruptions, vaccines [38], and much more. Also, Indonesia is an archipelago consisting of various ethnicities and cultures, so SSI is very suitable for use in chemistry learning [38].…”

Section: Teacher's Knowledge Of Socio-scientific Issuesmentioning

confidence: 99%

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Teaching Tools Based on Socio-Scientific Issues on Acid-Base Topic for Chemistry Learning at High School: A Needs Analysis

Fikria¹,

Prodjosantoso²

2021

Advances in Social Science, Education and Humanities Research

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The purpose of this study was to analyze the need for teaching tools based on socio scientific issue (SSI) on acid-base topics. The researcher explored the learning process and the characteristic of teaching tools which usually used by teachers in public and private high schools in Yogyakarta, Indonesia. A qualitative descriptive study was used in this study. The participants of this study were 16 (9 females and 7 males) chemistry teachers selected by purposive sampling technique. Data were collected using a questionnaire containing several aspects, such as teaching tools, characteristics of teaching tools, and teacher's knowledge about the SSI. The questionnaire had been developed and validated before its use in this study. The data were analyzed descriptively. Based on the study of needs analysis showed that the teaching tools used by the teachers on acid-base topic were still less relevant to student life, did not train students' critical thinking skills, did not contain socio-scientific issues, and did not teach students to solve problems yet seen from various aspects. Hence, for the future, it is required to have SSI-based teaching tools on acid-base topics that can make learning more relevant, and train students' critical thinking skills.

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Section: Teacher's Knowledge Of Socio-scientific Issuesmentioning

confidence: 99%

Section: Teacher's Knowledge Of Socio-scientific Issuesmentioning

confidence: 99%

Teaching Tools Based on Socio-Scientific Issues on Acid-Base Topic for Chemistry Learning at High School: A Needs Analysis

Fikria¹,

Prodjosantoso²

2021

Advances in Social Science, Education and Humanities Research

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“…These topics are related and needed by students to understand various problems in their life, including SSI problems, especially for local SSI in the Indonesian context, such as vaccination, volcanoes, nutrition, overhead power lines, alternative medicine, forests, biodiversity, energy sources, coral reefs, water sources, alcohol use for medical, family planning, and tourism in historical places (Wiyarsi & Çalik, 2019). For instance, SSI about fossil fuel is related to the Energy concept (Dishadewi et al, 2020) for students in grade 7th, and nutrition as SSI with a focus on the use of borax (Wiyarsi et al, 2021) is related to Addictive concept for 8th-grade students.…”

Section: Introductionmentioning

confidence: 99%

Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom

Sugrah,

Suyanta,

Wiyarsi

2023

LUMAT

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Science and technology are developing rapidly, causing changes in teaching modes based on different needs and situations. This study aims to determine the effect of the flipped classroom model, integrated with the socio-scientific issues (FCM-SSI) on critical thinking skills and scientific attitudes of junior high school students on additive and addictive substances and to determine the differences in each aspect of critical thinking skills and scientific attitudes after intervention with FCM-SSI. Through quasi-experimental research with a pretest-posttest design, 182 students participated as samples. The experimental group had 91 students exposed to the FCM-SSI, and the control group had 91 students with traditional learning. For data collection, critical thinking skills test with essay questions and a scientific attitude test using a scientific attitude scale were used. Data were analyzed using MANOVA to see the effects of the learning model and ANOVA to see differences in each aspect. The statistical analysis results with a value of sig 0.000 ≤ 0.05 indicate that FCM-SSI affects students' critical thinking skills and scientific attitudes. The most influential aspect of critical thinking skills is the analytical aspect, and openness is the most influential aspect of scientific attitude. Thus, the FCM-SSI model is highly recommended to be used in science learning because it can improve students' critical thinking skills and scientific attitudes.

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“…Some contexts used in the reaction rate material are coral reefs, volcanic eruptions, tropical forests, biofuel energy sources, and medical use of alcohol [16]. For example, thermochemistry, chemical reactions, covalent bonds, intermolecular forces, the concept of stoichiometry exist in the context of biofuel energy sources [17]. Students investigate socio-scientific issues that are personally relevant and discuss, argue, or construct arguments/explanations for solving the problem.…”

Section: Introductionmentioning

confidence: 99%

Inquiry Learning Using Local Socio-Scientific Issues as Context to Improve Students’ Chemical Literacy

Sari¹,

Wiyarsi²

2021

Advances in Social Science, Education and Humanities Research

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This study aimed to investigate applying inquiry learning using local Socio-scientific Issues (SSI) as a context on the students' chemical literacy; in this study, using a Quasi-experimental with a pretest-posttest design. There are two classes in this study, the experimental class, and the control class. The experimental class implemented with inquiry learning using local SSI context, while the control class implemented with a scientific approach. The sample consisted of 66 students in grade XI, which was determined by random sampling. Data were obtained through the Reaction Rate Chemical Literacy Test (RRCLT), which consisted of topics about coral reefs, volcanic eruptions, tropical forests, biofuel energy sources, and medical use of alcohol. Data analysis used a Paired sample t-test, Independent sample t-test. The result showed a difference in students' chemical literacy ability before and after the inquiry learning using local SSI context implementation. There was a difference in students' chemical literacy ability between the experimental and control class. The enhancement of students' chemical literacy on each experimental class topic was higher than the control class. This study suggests that inquiry learning in the local context of SSI should be applied in schools to improve students' chemical literacy skills.

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Chemistry-based socio-scientific issues (SSis) as a learning context: an exploration study of biofuels

Cited by 7 publications

References 18 publications

Teaching Tools Based on Socio-Scientific Issues on Acid-Base Topic for Chemistry Learning at High School: A Needs Analysis

Teaching Tools Based on Socio-Scientific Issues on Acid-Base Topic for Chemistry Learning at High School: A Needs Analysis

Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom

Inquiry Learning Using Local Socio-Scientific Issues as Context to Improve Students’ Chemical Literacy

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