How does Learning Differentiate with The Socio-Scientific Issue (SSI) Climate Change Improving Environmental Literacy?
Main Article Content
Abstract
Climate change is a complex global problem that requires understanding and action from students. Natural and Social Sciences projects can integrate climate change learning with social and scientific contexts. The preliminary study show that students do not yet have the environmental literacy skills needed to support science and technology projects learning. It also shows that students have difficulty understanding the concept of climate change and its implications for the environment. This research aims to determine the effect of differentiated learning with SSI to increase students ' understanding of climate change. The research method used is mixed methods research using the Exploratory Sequential Mixed Methods Design method. The research results show that implementing climate change differentiation learning with SSI can improve students ' environmental literacy skills. The results of the one-way ANOVA test have a significance value less than 0.05, where there is an increase after implementing differentiation learning. The findings of this research can integrate climate change learning with social and scientific contexts. SSI can help students understand complex issues that have significant social and scientific impact. This can motivate students to take action to overcome problems as an aspect of environmental literacy skills.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Atabey, N., & Topcu, M. S. (2020). Middle school students' environmental attitudes and informal reasoning regarding an environmental socioscientific issue. International Journal of Progressive Education, 16(5), 90-105.
Danuri, P. P. (2023). Model Pembelajaran Berdiferensiasi untuk Sekolah Dasar Inklusif. Universitas PGRI Yogyakarta.
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25-36.
Fang, W. T., Hassan, A. A., & LePage, B. A. (2023). The living environmental education: Sound science toward a cleaner, safer, and healthier future (p. 279). Springer Nature.
Farida, I., & Hadiansah, H. (2018). Pengembangan literasi lingkungan bermuatan nilai-nilai Islam melalui pembelajaran berbasis proyek. UIN Sunan Gunung Djati Library
Fihani, N., Hikmawati, V. Y., & Mu'minah, I. H. (2021). Pendekatan socio-scientific issue (ssi) untuk meningkatkan keterampilan berpikir kritis siswa sma pada konsep virus. In Prosiding Seminar Nasional Pendidikan 3,186-192.
Hariyadi, E., Maryani, E., & Kastolani, W. (2021). Analisis literasi lingkungan pada mahasiswa pendidikan geografi. Gulawentah: Jurnal Studi Sosial, 6(1), 1.
Khozin, M. N., Rahmawati, A., & Wibowo, T. (2020). Pembelajaran berbasis masalah berpendekatan socioscientific issue terhadap sikap peduli lingkungan dan hasil belajar siswa. Phenomenon: Jurnal Pendidikan MIPA, 10(1), 51-61.
Kirana, D. G., Budiyanto, M., & Purnomo, A. R. (2022). Meningkatkan kemampuan literasi sains siswa melalui pembelajaran IPA berbasis socio-scientific issues pada materi pencemaran lingkungan. Pensa: E-Jurnal Pendidikan Sains, 10(2), 260-265.
Klaver, L. T., Walma van der Molen, J. H., Sins, P. H., & Guérin, L. J. (2023). Students' engagement with socioscientific issues: Use of sources of knowledge and attitudes. Journal of Research in Science Teaching, 60(5), 1125-1161.
Maesaroh, S., Bahagia, B., & Kamalludin, K. (2021). Strategi menumbuhkan literasi lingkungan pada siswa. Jurnal Basicedu, 5(4), 1998-2007.
Mardhiyah, R. H., Aldriani, S. N. F., Chitta, F., & Zulfikar, M. R. (2021). Pentingnya keterampilan belajar di abad 21 sebagai tuntutan dalam pengembangan sumber daya manusia. Lectura: Jurnal Pendidikan, 12(1), 29-40.
Marks, R., Stuckey, M., Belova, N., & Eilks, I. (2014). The societal dimension in German science education–From tradition towards selected cases and recent developments. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 285-296.
Montgomery, T. D., Buchbinder, J. R., Gawalt, E. S., Iuliucci, R. J., Koch, A. S., Kotsikorou, E., Lackey, P.E., Lim, M.S., Rohde, J.J., Rupprecht, A.J., Srnec, M.N., Vernier, B., & Evanseck, J. D. (2022). The scientific method as a scaffold to enhance communication skills in chemistry. Journal of chemical education, 99(6), 2338-2350.
Mumpuniarti, M., Mahabbati, A., & Handoyo, R. R. (2023). Diferensiasi pembelajaran (pengelolaan pembelajaran untuk siswa yang beragam.UNY Press
Nasution, R. (2016). Analisis kemampuan literasi lingkungan siswa SMA kelas X di samboja dalam pembelajaran biologi. In Proceeding Biology Education Conference 13(1),352-358.
Nurwidodo, N. M. A. I. I. S. S., Amin, M., Ibrohim, I., & Sueb, S. (2020). The role of eco-school program (adiwiyata) towards environmental literacy of high school students. European Journal of Educational Research, 9(3), 1089-1103.
Permana, I., Nurramadhani, A., & Amalia, N. N. (2023). how is kamishibai are able to construct students' environment literacy?. Scientiae Educatia: Jurnal Pendidikan Sains, 12(1), 89-97.
Pitaloka, H., & Arsanti, M. (2022, November). Pembelajaran diferensiasi dalam kurikulum merdeka. In Seminar Nasional Pendidikan Sultan Agung IV (Vol. 4, No. 1).
Prayogi, R. D. (2020). Kecakapan abad 21: Kompetensi digital pendidik masa depan. Manajemen Pendidikan, 14(2).
Putra, I. M. T. P. (2022). Kajian Literatur Sistematis: Integrasi model inkuiri berbasis socioscientific issues pada pembelajaran IPA. Jurnal Pendidikan Mipa, 12(3), 919-928.
Putra, N. S., Sukma, H. N., & Setiawan, H. (2021). Level of environmental literacy of students and school community in green open space: Is there any difference between both of them? Jurnal Pendidikan IPA Indonesia, 10(4), 627-634.
Rosyidah, D. H., & Subekti, H. (2023). Implementation of socio-scientific issues learning to improve students critical thinking skills. Jurnal Pijar Mipa, 18(4), 644-649.
Şaşmazören, F., Karapınar, A., Sarı, K., & Demirer, T. (2022). The effect of using scientific scenarios in teaching socioscientific issues in science course on students' logical thinking skills. Journal of Theoretical Educational Science, 15(2), 420-452.
Spínola, H. (2021). Environmental culture and education: A new conceptual framework. Creative Education, 12(5), 983-998.
Sutisna, I. (2020). Statistika penelitian. Universitas Negeri Gorontalo, 1(1), 1-15.
Tanti, T., Purwanto, B., Habibi, B., & Basukiyatno, B. (2022). Developing project-based learning for social & sciences teaching modules to increase learning motivation at smk center of excellence. In Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, MALAPY.