SOCIOSCIENTIFIC ISSUES AS A PEDAGOGICAL APPROACH TO FOSTER SCIENTIFIC ARGUMENTATION IN BIOPLASTIC PRODUCTION USING SUGARCANE BAGASSE
DOI:
https://doi.org/10.22373/0jje1904Keywords:
Socioscientific issues, scientific argumentation, bioplastic, sugarcane bagasseAbstract
This study aims to develop students’ scientific argumentation through the implementation of socioscientific issues-based learning in the production of bioplastics from sugarcane bagasse (Saccharum officinarum). The method employed is pre-experimental with a one-shot case study design. The research subjects consisted of 36 eleventh-grade students from the Industrial Chemistry program at a vocational high school (SMK) in Cimahi City. The research instruments included student activity observation sheets, student worksheets, argumentation debates, and scientific argumentation tests. Students’ activities during the learning process showed excellent results, with an average score of 94. Meanwhile, their ability to complete the student worksheets achieved an average score of 98, both falling into the “very good” category. The majority of students’ oral argumentation was at level 2, which includes a claim supported by evidence without rebuttal. In contrast, the development of students’ written scientific argumentation after the implementation of socioscientific issues was at quality level 3, characterized by arguments that include weak rebuttals. These findings indicate that socioscientific issues-based learning can be effective in developing students’ scientific argumentation, although further instruction is needed to enhance students’ ability to present stronger, evidence-based rebuttals.References
Acar, O., & Patton, B. R. (2012). Argumentation and Formal Reasoning Skillsin an Argumentation-Based Guided Inquiry Course. Procedia - Social and Behavioral Sciences, 46(December 2012), 4756–4760. https://doi.org/10.1016/j.sbspro.2012.06.331
Dawam Abdullah, A. H., Firdiana, B., Nissa, R. C., Satoto, R., Karina, M., Fransiska, D., Nurhayati, Agusman, Irianto, H. E., Priambudi, P., Marliah, S., & Ismadi. (2021). Effect of Κ-Carrageenan on Mechanical, Thermal and Biodegradable Properties of Starch–Carboxymethyl Cellulose (Cmc) Bioplastic. Cellulose Chemistry and Technology, 55(9–10), 1109–1117. https://doi.org/10.35812/CelluloseChemTechnol.2021.55.95
Dewi, C. A., & Rahayu, S. (2022). Pentingnya Mengoptimalkan Literasi Kimia Melalui Pembelajaran Berbasis Isu-isu Sosiosaintifik di Abad Ke-21. Proceeding Seminar Nasional IPA, 348–359. https://proceeding.unnes.ac.id/index.php/snipa/article/view/1371%0Ahttps://proceeding.unnes.ac.id/index.php/snipa/article/download/1371/882
Filippidis, L. (2022). The Importance and Usefulness to Incorporating Argumentation in Science Education to Prepare Students to Interact with Science in their Daily Lives. … , and Social Studies Through Research and …, 1996. http://openjournals.utoledo.edu/index.php/learningtoteach/article/view/569%0Ahttps://openjournals.utoledo.edu/index.php/learningtoteach/article/download/569/367
Grooms, J. (2020). A Comparison of Argument Quality and Students’ Conceptions of Data and Evidence for Undergraduates Experiencing Two Types of Laboratory Instruction. Journal of Chemical Education, 97(8), 2057–2064. https://doi.org/10.1021/acs.jchemed.0c00026
Han, J., Shin, S. H., Park, K. M., & Kim, K. M. (2015). Characterization of physical, mechanical, and antioxidant properties of soy protein-based bioplastic films containing carboxymethylcellulose and catechin. Food Science and Biotechnology, 24(3), 939–945. https://doi.org/10.1007/s10068-015-0121-0
Hosbein, K. N., Lower, M. A., & Walker, J. P. (2021). Tracking Student Argumentation Skills across General Chemistry through Argument-Driven Inquiry Using the Assessment of Scientific Argumentation in the Classroom Observation Protocol. Journal of Chemical Education, 98(6), 1875–1887. https://doi.org/10.1021/acs.jchemed.0c01225
Istiana, R., Herawati, D., Nadiroh, N., & Angga Mahendra, P. R. (2019). Efektivitas Problem-Based Learning Terhadap Keterampilan Argumentasi Mahasiswa Tentang Isu Sosiosaintifik Lingkungan. Edusains, 11(2), 286–296. https://doi.org/10.15408/es.v11i2.14290
Kalsum, U., Robiah, R., & Yokasari, Y. (2020). Pembuatan Bioplastik Dari Ampas Tahu Dan Ampas Tebu Dengan Pengaruh Penambahan Gliserol Dan Tepung Maizena. Jurnal Distilasi, 5(2), 34. https://doi.org/10.32502/jd.v5i2.3031
KUSTIYAH, E., NOVITASARI, D., WARDANI, L. A., HASAYA, H., & WIDIANTORO, M. (2023). Pemanfaatan Limbah Ampas Tebu untuk Pembuatan Plastik Biodegradable dengan Metode Melt Intercalation. Jurnal Teknologi Lingkungan, 24(2), 300–306. https://doi.org/10.55981/jtl.2023.993
López-Fernández, M. del M., González-García, F., & Franco-Mariscal, A. J. (2022). How Can Socio-scientific Issues Help Develop Critical Thinking in Chemistry Education? A Reflection on the Problem of Plastics. Journal of Chemical Education, 99(10), 3435–3442. https://doi.org/10.1021/acs.jchemed.2c00223
Mammino, L. (2019). Roles of Systems Thinking within Green Chemistry Education: Reflections from Identified Challenges in a Disadvantaged Context. Journal of Chemical Education, 96(12), 2881–2887. https://doi.org/10.1021/acs.jchemed.9b00302
Nairfana, I., & Ramdhani, M. (2021). Karakteristik Fisik Edible Film Pati Jagung (Zea mays L) Termodifikasi Kitosan dan Gliserol. Jurnal Sains Teknologi & Lingkungan, 7(1), 91–102. https://doi.org/10.29303/jstl.v7i1.224
Nida, S., Marsuki, M. F., & Eilks, I. (2021). Palm-Oil-Based Biodiesel in Indonesia: A Case Study on a Socioscientific Issue That Engages Students to Learn Chemistry and Its Impact on Society. Journal of Chemical Education, 98(8), 2536–2548. https://doi.org/10.1021/acs.jchemed.1c00244
Owens, D. C., Herman, B. C., Oertli, R. T., Lannin, A. A., & Sadler, T. D. (2019). Secondary science and mathematics teachers’ environmental issues engagement through socioscientific reasoning. Eurasia Journal of Mathematics, Science and Technology Education, 15(6). https://doi.org/10.29333/ejmste/103561
Prayogi, R. D. (2020). Kecakapan Abad 21: Kompetensi Digital Pendidik Masa Depan. Manajemen Pendidikan, 14(2), 144–151. https://doi.org/10.23917/jmp.v14i2.9486
Rahayu, Y., Suhendar, S., & Ratnasari, J. (2020). Keterampilan Argumentasi Siswa Pada Materi Sistem Gerak SMA Negeri Kabupaten Sukabumi-Indonesia. Biodik, 6(3), 312–318. https://doi.org/10.22437/bio.v6i3.9802
Ritonga, P. C., Putri, S. A. E., Setiawan, E., Pramaysella, A. D., & Puyanggana, C. K. B. (2023). Efektivitas Ekstraksi Selulosa Tandan Kosong Kelapa Sawit Sebagai Absorben Menggunakan Metode Delignifikasi Dan Bleaching. Jurnal Teknologi Pertanian, 24(3), 149–156. https://doi.org/10.21776/ub.jtp.2023.024.03.1
Ross, A. D., Yerrick, R., & Pagano, T. (2019). Examining the Use of Scientific Argumentation Strategies in Deaf and Hard-of-Hearing Learning Contexts to Teach Climate Science [Chapter]. ACS Symposium Series, 1327, 75–95. https://doi.org/10.1021/bk-2019-1327.ch006
Rostikawati, D. A., & Permanasari, A. (2016). Rekonstruksi bahan ajar dengan konteks socio-scientific issues pada materi zat aditif makanan untuk meningkatkan literasi sains siswa. Jurnal Inovasi Pendidikan IPA, 2(2), 156. https://doi.org/10.21831/jipi.v2i2.8814
Sadler, T. D., Romine, W. L., & Topçu, M. S. (2016). Learning science content through socio-scientific issues-based instruction: a multi-level assessment study. International Journal of Science Education, 38(10), 1622–1635. https://doi.org/10.1080/09500693.2016.1204481
Stanford, C., Moon, A., Towns, M., & Cole, R. (2016). Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom. Journal of Chemical Education, 93(9), 1501–1513. https://doi.org/10.1021/acs.jchemed.5b00993
Subarkah, C. Z., Rahmawati Sg, R., & Dalli, A. (2016). Internalizing Islamic Values in Electrochemistry Learning. Jurnal Pendidikan Islam, 2(2), 270. https://doi.org/10.15575/jpi.v2i2.790
Sugiyono. (2017). Metodologi Penelitian Kuantitatif, Kualitatif dan R & D. Alfabeta.
Sunarya, R. R., Gustini, N., Subarkah, C. Z., & Halimah, D. (2022). Argument Driven Inquiry (ADI) in Chemistry Learning: Enhancing Student’s Argument Skills and Attitudes toward Chemistry. AIP Conference Proceedings, 2468(December). https://doi.org/10.1063/5.0102783
Sunarya, R. R., Hijriansyah, R., & Aisyah, R. (2024). Implementation of Problem Solving-Based Electron Configuration E-Modules to Improve Student Learning Outcomes. Jurnal Pendidikan Kimia Indonesia, 8(1), 11–20. https://doi.org/10.23887/jpki.v8i1.70029
Tidemand, S., & Nielsen, J. A. (2017). The role of socioscientific issues in biology teaching: from the perspective of teachers. International Journal of Science Education, 39(1), 44–61. https://doi.org/10.1080/09500693.2016.1264644
Walker, J. P., Van Duzor, A. G., & Lower, M. A. (2019). Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory. Journal of Chemical Education, 96(3), 435–444. https://doi.org/10.1021/acs.jchemed.8b00745
Wilsa, A. W., Susilowati, S. M. E., & Rahayu, E. S. (2017). Problem Based Learning Berbasis Socio-Scientific Issue untuk Mengembangkan Kemampuan Berpikir Kritis dan Komunikasi Siswa. Journal of Innovative Science Education, 6(1), 129–137. http://journal.unnes.ac.id/sju/index.php/jise
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Medina Fasya Salsafitri, Risa Rahmawati Sunarya, Imelda Helsy, Iis Dahriah

This work is licensed under a Creative Commons Attribution 4.0 International License.
Proposed Policy for Journals That Offer Open Access Authors who publish with Lantanida Journal agree to the following terms: a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).