Teacher Perceptions of the Use of Socioscientific Issues in Science Learning in Middle Schools of Tanjung Sakti District PUMI and Tanjung Sakti District PUMU

Legy Gustiawan*, Muhamad Yusup, Kistiono Kistiono

Abstract


Currently, there are already many countries that have revised their science curricula to be sure effective science learning environments. Blessing in this revision, socioscientific issues are integrated into the curriculum. Their presence has brought about the need to know what socioscientific environmental problems exist. The research conducted aims to describe the perceptions of junior high school science teachers regarding the use of socioscientific issues in science learning at SMP Tanjung Sakti PUMI and Tanjung Sakti PUMU districts. In this descriptive quantitative study, data were collected using 15 items of statements with a questionnaire in the form of a Likert scale. The research subjects were seventeen science teachers from Tanjung Sakti Public Middle School 1 PUMI, Tanjung Sakti Public Middle School 2 PUMI, Tanjung Sakti Public Middle School 3 PUMI, Tanjung Sakti Public Middle School 4 PUMI, Tanjung Sakti Public Middle School 1 PUMU, Tanjung Sakti Middle School 2 PUMU, Middle School Mumammadiyah Batu Rancing, SMP PUMI Xaverius Tanjung Sakti. The study results show that science teachers have very positive perceptions or agree to use socioscientific issues in science learning. This study shows that science teachers' perceptions about socioscientific issues are well received, and the use of socioscientific issues is very impressive in the science learning process.

 


Full Text:

PDF

References


Ahmad, R., Adhy, H., & Sriyati, S. 2021.Persepsi guru ilmu pengetahuan alam terhadap materi yang diajarkan. Jurnal Studi Guru dan Pembelajaran, 4(3):588–601.

Anagün, Ş.S. & Özden, M. 2010. Teacher candidate’s perceptions regarding socioscientific issues and their competencies in using socioscientific issues in science and technology instruction. Procedia-Social and Behavioral Sciences, 9:981–985. doi: 10.1016/j. sbspro.2010.12.271.

Andryani, F., Djafar, H., & Qaddafi, M. 2016. Penerapan pendekatan SSI (socio-scientifict issues) dengan menggunakan media power point terhadap kemampuan berpikir kritis pada mahasiswa baru angkatan 2015 Jurusan Pendidikan Fisika Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Alauddin Makassar. Jurnal Pendidikan Fisika, 4(2):64–66.

Bilican, K. 2018. Analysis of pre-service science teachers’ understanding of nature of science and proposed arguments on socioscientific issues. International Journal of Research in Education and Science, 4(2):420–435. doi: 10.21890/ijres.410632.

Espeja, A.G. & Lagarón, D.C. 2015. Socioscientific issues (SSI) in initial training of primary school teachers: Pre-service teachers’ conceptualization of SSI and appreciation of the value of teaching SSI. Procedia-Social and Behavioral Sciences, 196:80–88. doi: 10.1016/j.sbspro.2015.07.015.

Fihani, N. 2021. Pendekatan socio-scientific issue (SSI) untuk meningkatkan keterampilan berpikir kritis siswa SMA pada onsep virus. Prosiding Seminar Nasional Pendidikan, 3:186–192.

Genisa, M.U. et al. 2020. Socioscientific issues implementation as science learning material. International Journal of Evaluation and Research in Education, 9(2):311–317. doi: 10.11591/ijere.v9i2.20530.

İpek, A.H. & Olgun, D. 2020. Science teachers’ views of socioscientific issues. International Journal of Progressive Education, 16(1):20-28. doi: 10.29329/ijpe.2020.228.17.

Öztürk, N.E.H. 2019. The perception of science teachers on socioscientific issues and teaching them. International Online Journal of Science Teachers on Socioscientific Issues and Teaching Them (OIJET), 6(706):960–982 http://iojet.org/index.php/ IOJET/article/view/.

Presley, M.L. et al. 2013. A framework for socioscientific issues based education. Science

Rahayu, S. 2019. Socio-scientific Issues : manfaatnya dalam meningkatkan pemahaman konsep socioscientific issues : manfaatnya dalam meningkatkan pemahaman konsep sains, nature of science (NOS) dan higher order thinking skills (HOTS). Seminar Nasional Pendidikan IPA Unesa, (February), pp. 1–14. doi: 10.13140/RG. 2.2.16332.16004.

Sibic, O. & Topçu, M. 2020. Pre-service science teachers’ views towards socioscientific issues and socioscientific issue-based instruction. Journal of Education in Science, Environment and Health. doi: 10.21891/jeseh.749847.

Siska, S. et al. 2020. Penerapan pembelajaran berbasis socioscientific issues untuk meningkatkan kemampuan argumentasi ilmiah’, Edu Sains Jurnal Pendidikan Sains & Matematika, 8(1):22–32. doi: 10.23971/eds.v8i1.1490.

Sudijono, A. 2011. Pengantar Statistik Pendidikan. Jakarta: Rajawali Press.

Tideman, S. & Nielsen, J.A. 2016. The role of socioscientific issues in biology teaching: from the perspective of teacher. International Journal of Science Education, 15:1–17.

Purwanti, W. & Sabar, N.S.W. 2013. Model integrated science berbasis socioscientific issues untuk mengembangkan thinking skills dalam mewujudkan 21st century skills. Jurnal Pendidikan Matematika dan Sains, 1(2):158–164.

Winarni, D.S. et al. 2021. Penerapan pendekatan socio-scientific issue (SSI) menggunakan desain project untuk meningkatkan penguasaan technopreneurship mahasiswa. Prosiding Seminar Nasional Pascasarjana Universitas Negeri Semarang, pp.180–184.




DOI: https://doi.org/10.24815/jipi.v7i1.29394

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 JIPI (Jurnal IPA & Pembelajaran IPA)


JIPI (Jurnal IPA dan Pembelajaran IPA)

ISSN 2614-0500  (print) | 2620-553X (online)
Organized by Universitas Syiah Kuala 
Published by Master of Science Education Study Program Graduate School Universitas Syiah Kuala, Banda Aceh, Indonesia
Website : http://jurnal.usk.ac.id/jipi
Email     : jipi@usk.ac.id

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.