Socioscientific Issue-Based Science Learning: How It Relates to Sustainable Education?

Abstract

Education for Sustainable Development can be developed by incorporating key sustainable development issues included in the Socioscientific issue (SSI). In science learning, SSI can help students contribute to decision-making, understand the nature of science, gain experience in discussing controversial issues, and increase their environmental awareness. The research surveyed the implementation of science teachers' SSI-based science learning (Biology / Physics / Chemistry). The research population was 39 high schools in Banyumas Regency, consisting of 14 public and 25 private high schools. The research subjects were science teachers (biology/physics/chemistry) and students in those high schools—sample collection using simple random sampling. Data collection instruments used include questionnaires, interview sheets, and observation sheets. Data collection methods include Surveys, interviews, and observation. The data analysis is carried out in three ways: data reduction, data presentation, and verification/conclusion. The data analysis technique was carried out using the percentage technique. The results showed that the profile of SSI-based science learning in high schools in the Banyumas district, both in public and private high schools, is in the excellent category with a percentage value of 84.5%, which means that high school teachers in the Banyumas district have integrated SSI well into classroom learning activities. Aspects of design elements in SSI-based learning have an average percentage of 86.7% (excellent), aspects of student experience have an average percentage of 83.1% (excellent), and aspects of teacher attributes have an average percentage of 83.6% (excellent).