Enhancing Students Interpretation and Self-Regulation Skills Through Socio-scientific Issues (SSI) Approach Related to Environmental Change Topic
Muhammad Minan Chusni (a*), Adam Malik (a), Winda Setya (a), Rena Denya Agustina (a), Rizki Zakwandi (b)

a) Prodi Pendidikan Fisika UIN Sunan Gunung Djati Bandung 40292, Indonesia
b) Department of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
*minan.chusni[at]uinsgd.ac.id

Abstract

This study aimed to determine the effect of SSI learning on environmental change topics on students^ interpretation and self-regulated skills. The method used was pre-experiment with one group pre-test and post-test design. The sampling technique used was random sampling, namely class VII as the experimental class with a sample of 60 students. The instrument used was a test instrument in the form of essay questions on interpretation skills and self-regulated students. Research data were analyzed through prerequisite tests, paired sample t-test, n-gain score, multivariate analysis of variance (MANOVA) test, and Pearson correlation test. The results showed that (1) learning SSI had a significant effect on students^ interpretation skills (0.00) and self-regulated (0.000), (2) the results of the n-gain score analysis on interpretation skills (0.34) and self-regulated skills (0.36) both are in the moderate category, (3) SSI learning affects students ^interpretation and self-regulated skills, and (4) there is a positive relationship between students^ interpretation and self-regulated skills on the Pearson correlation test. This study indicated that the SSI approach applied to science learning, the topic of environmental change, provided an improvement at a moderate level.

Keywords: Critical Thinking Skills, MANOVA, socio-scientific issue

Topic: Physics Education