LEVERAGING SOCIO-SCIENTIFIC ISSUES IN PBL TO FOSTER SCIENTIFIC LITERACY AND ATTITUDES ON CLIMATE CHANGE TOPICS

Abstract

This research addresses the low scientific literacy skills of Indonesian students, as highlighted by PISA results, and seeks to move beyond traditional and cooperative learning methods. It employs a quasi-experimental design to assess the impact of Socio-Scientific Issues (SSI) integrated with the Problem-Based Learning (PBL) model on enhancing students scientific literacy, specifically on climate change topics. The research employs a non-randomized pretest-posttest control group design with three sample groups: a trial group for instrument validation, and experimental and control groups for intervention comparison. The subjects are students from a public junior high school in Indonesia during the 2023/2024 academic year, selected through purposive sampling to ensure similar ability levels, with 30 students per class. The findings indicate that incorporating SSI through the PBL model positively influences students' scientific literacy on climate change. Students were actively involved in the stages of learning activities, and they also became aware of how the concepts they learned are related to real-life problems.