Socio-Scientific Issues (SSI) Approach Implementation in Science Learning to Improve Students’ Critical Thinking Skills: Systematic Literature Review
DOI:
10.29303/jppipa.v10i3.6012Published:
2024-03-30Issue:
Vol. 10 No. 3 (2024): MarchKeywords:
Critical thinking, Science learning, Socio-scientific issuesReview
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Abstract
Critical thinking is an ability that students must have in 21st-century learning, especially in science learning. This research aims to analyze the application of the socio-scientific issue approach to improving students' critical thinking skills in science learning. The research method used is a systematic literature review. A systematic literature review was carried out on articles following the research objectives. Articles were obtained using https://sinta.kemdikbud.go.id/ and selected based on criteria from Sinta S1-S3 published in January 2016 – December 2022. A review of the articles found five articles that met the research criteria and assessed the quality of the study. The research results can conclude that applying the socio-scientific issue approach can improve students' critical thinking skills in science learning. The material taught to students using a socio-scientific issue approach includes environmental pollution, environmental change materials, biodiversity, and global warming. The socio-scientific issue approach can be applied to various learning models, such as problem-based learning, group investigation, and problem-solving.
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Author Biography
Nida Dusturi, Universitas Negeri Yogyakarta
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Copyright (c) 2024 Nida Dusturia Nida, Sabar Nurohman Sabar , Insih Wilujeng Insih
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