The Effect of Socioscientific Issue-Based Learning on Radioactivity Topic on Argumentation Ability and Environmental Attitudes of Senior High School Students Riser Fahdiran, Dwi Susanti, Slamet Maulana
Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia
Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia
Labschool Cibubur Senior High School, Jl. Raya Hankam Kampus Labschool No. 15-20, Bekasi 17432, West Java, Indonesia
Abstract
Physics learning should ideally not only focus on concept mastery, but also foster students^ scientific argumentation ability and environmental awareness as a foundation for addressing real-world science-related issues. In practice, however, physics instruction in senior high schools remains dominated by conventional, text-based approaches that insufficiently integrate contextual issues such as radioactivity, resulting in underdeveloped argumentation skills and suboptimal environmental attitude formation among students. The novelty of this study lies in the integration of socioscientific issues (SSI) within the radioactivity topic as a physics learning context to simultaneously improve argumentation ability and environmental attitudes of senior high school students, an approach that remains underexplored in Indonesian physics education. This study aimed to analyze the effect of socioscientific issue-based learning on the radioactivity topic on students^ argumentation ability and environmental attitudes. A quasi-experimental method with a pretest-posttest control group design was employed, in which the experimental class received SSI-based learning while the control class received conventional instruction. Students^ environmental attitudes were measured using the New Ecological Paradigm (NEP) Scale and an environmental attitude questionnaire, while argumentation ability was assessed through an instrument aligned with scientific argumentation indicators. The results revealed a significant difference between the experimental and control classes, with the experimental class demonstrating greater improvement in both argumentation ability and environmental attitudes compared to the control class following the implementation of SSI-based learning. Accordingly, socioscientific issue-based learning on the radioactivity topic is proven effective in enhancing scientific argumentation ability and fostering more positive environmental attitudes among senior high school students.
