Peran Pembelajaran Kimia Berbasis Socio-Scientific Issues (SSI) dalam Mengembangkan Literasi Sains dan Sustainability Agency Siswa: Tinjauan Sistematis Studi di Indonesia
DOI:
https://doi.org/10.66249/edukatalis.v1i2.92Keywords:
chemistry education, scientific literacy, socio-scientific issues, sustainability agency, systematic literature reviewAbstract
This study aims to examine the role of Socio-Scientific Issues (SSI)-based chemistry learning in developing students’ scientific literacy and sustainability agency through a systematic review of studies conducted in Indonesia. This research employed a qualitative approach using the Systematic Literature Review (SLR) method guided by the PRISMA framework. Literature was collected from Google Scholar, Garuda Kemdikbud, and SINTA using keywords related to socio-scientific issues, chemistry learning, scientific literacy, and sustainability agency. A total of 68 articles were initially identified, and after the screening and eligibility process, 22 articles were included in the final analysis. Data were analyzed using thematic analysis to identify major patterns and themes across studies. The findings indicate that SSI-based chemistry learning significantly contributes to improving students’ scientific literacy, particularly in conceptual understanding, scientific argumentation, evidence-based decision-making, and problem-solving skills. In addition, SSI learning promotes the development of sustainability agency by enhancing students’ ecological awareness, social responsibility, and willingness to take action toward sustainability issues. The novelty of this study lies in integrating scientific literacy and sustainability agency within the context of chemistry education in Indonesia, which remains underexplored in previous studies. The findings imply that SSI-based chemistry instruction has strong potential to transform chemistry learning into a more contextual, reflective, and sustainability-oriented educational practice
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