Implementasi SSI Perubahan Iklim: Dampak terhadap Literasi Lingkungan dan Keterampilan Berargumentasi Siswa
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Abstract
Purpose: This study aims to analyze the impact of implementing Socio-Scientific Issues (SSI) based learning on climate change material on secondary school students' environmental literacy and argumentation skills. The research addresses the persistent challenge of disconnecting scientific concepts from social realities in science education.
Design/Methodology: This quasi-experimental study employed a Nonequivalent Control Group Design. The sample consisted of 64 tenth-grade students divided into an experimental group (SSI learning) and a control group (conventional learning). Instruments included an environmental literacy test and an argumentation skills rubric based on Toulmin’s Argumentation Pattern (TAP). Data were analyzed using N-Gain and independent t-tests.
Findings: The results revealed a significant increase in environmental literacy in the experimental class (N-Gain = 0.68) compared to the control class (N-Gain = 0.31) with p < 0.001. Argumentation skills also improved significantly in the experimental group (N-Gain = 0.74), particularly in the warrant and rebuttal components. SSI learning effectively connected abstract science concepts with social realities, triggering higher-order reasoning.
Originality/Value: This study contributes to the limited literature on SSI implementation in developing countries by demonstrating the synergistic effect of local contextualization on both environmental literacy and micro-level argumentation structures.
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