Socio-Scientific Issues (SSI) Approach Implementation in Science Learning to Improve Students’ Critical Thinking Skills: Systematic Literature Review

Authors

Nida Dusturi , Sabar Nurohman , Insih Wilujeng

DOI:

10.29303/jppipa.v10i3.6012

Published:

2024-03-30

Issue:

Vol. 10 No. 3 (2024): March

Keywords:

Critical thinking, Science learning, Socio-scientific issues

Review

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How to Cite

Dusturi, N., Nurohman , S., & Wilujeng, I. (2024). Socio-Scientific Issues (SSI) Approach Implementation in Science Learning to Improve Students’ Critical Thinking Skills: Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 10(3), 149–157. https://doi.org/10.29303/jppipa.v10i3.6012

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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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