Ana Laili Ulfa, Faiq Makhdum Noor

Efektivitas Pembelajaran IPA Berbasis Socio-Scientific Issue Terhadap Problem Solving Skill Siswa Pada Materi Zat Aditif

Introduction

Efektivitas pembelajaran ipa berbasis socio-scientific issue terhadap problem solving skill siswa pada materi zat aditif. Temukan efektivitas pembelajaran IPA berbasis Socio-Scientific Issue (SSI) dalam meningkatkan problem-solving skill siswa pada materi zat aditif. Studi ini menunjukkan peningkatan signifikan.

Abstract

The low problem-solving ability of students in science learning is a major problem in facing the challenges of the 21st century. This study aims to analyze the implementation of SSI-based science learning and its impact on students' problem-solving skills, as well as to assess the effectiveness of SSI-based science learning on students' problem-solving skills. The method used is a Quasi-Experimental design by applying a Pretest-Posttest Nonequivalent Group Design. Sampling techniques were conducted through random sampling, resulting in class VIII B as the experimental class and VIII A as the control class. The research instruments consisted of observation sheets and 25 multiple-choice questions that measure indicators of problem-solving skills. The results show that SSI-based science learning can be implemented very well and has a significant effect on problem-solving skills, with a significance value (2-tailed) of 0.000. In addition, SSI-based science learning also shows a fairly effective category compared to the control class, as evidenced by the results of the N-Gain test analysis reaching 65.32%. Thus, SSI-based science learning is proven to be quite effective in improving student problem solving skills on additive materials, and can be used as a contextual and relevant learning alternative in shaping students to think critically about scientific issues in the surrounding environment. Keyword: Science Learning, Socio-Scientific Issue, Problem-Solving Skill, Additives

Review

This study presents a timely and relevant investigation into the effectiveness of Socio-Scientific Issue (SSI)-based science learning in enhancing students' problem-solving skills, particularly on the topic of food additives. Addressing the critical need to improve 21st-century skills, the research employs a Quasi-Experimental design with a Pretest-Posttest Nonequivalent Group Design, comparing an experimental class (VIII B) with a control class (VIII A). The explicit aim to analyze implementation, impact, and overall effectiveness makes for a well-defined research scope, promising valuable insights into an innovative pedagogical approach. The findings indicate a strong positive outcome, demonstrating that SSI-based science learning can be implemented "very well" and has a "significant effect" on problem-solving skills, evidenced by a p-value of 0.000. Furthermore, the N-Gain test result of 65.32% categorizes the intervention as "fairly effective" compared to traditional methods. This quantitative evidence robustly supports the conclusion that SSI-based learning is a viable and beneficial alternative for improving students' critical thinking on scientific issues within their environment. The use of both observation sheets and 25 multiple-choice questions to measure problem-solving indicators adds a practical dimension to the assessment. While the abstract provides compelling evidence for the effectiveness of the SSI approach, a deeper exploration of certain aspects would further enrich the contribution. For instance, a more detailed description of how the 25 multiple-choice questions specifically measured higher-order problem-solving skills, rather than just factual recall, would strengthen the validity of the instrument. Future research could also elaborate on the specific instructional strategies within the SSI framework that yielded the most significant gains, providing more prescriptive guidance for educators. Nevertheless, this study makes a valuable contribution to the literature on science education, offering a contextual and relevant learning alternative to foster essential student competencies.

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