Socio-Scientific Issues (SSI) Approach to Physics Learning: A Systematic Literature Review
DOI:
https://doi.org/10.30872/jlpf.v7i2.6194Keywords:
Learning Outcomes, Physics Learning, Socio-Scientific IssuesAbstract
Physics learning in the 21st century requires instructional approaches that develop students’ conceptual understanding while fostering their ability to analyze and make informed decisions regarding complex real-world issues. The Socio-Scientific Issues (SSI) approach has emerged as a promising strategy for connecting physics concepts with social and environmental contexts. This study aims to systematically examine the application of the Socio-Scientific Issues (SSI) approach in physics learning during the period 2015–2025. Specifically, this study identifies topic trends, learning models, the implementation of the SSI approach, and its impact on the physics learning process. The method used is a Systematic Literature Review (SLR) following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Data were collected from the ScienceDirect and Google Scholar databases using the keywords "Learning Outcomes", "Physics Learning", and "Socio-Scientific Issues". A total of 22 articles met the inclusion criteria and were included in the final synthesis. The results indicate that climate change is the most frequently addressed topic in implementing the SSI approach in physics learning, with junior high school being the dominant educational level represented in the reviewed studies. Furthermore, the SSI approach has proven effective in improving students' scientific argumentation skills and strengthening their understanding of physics concepts in real-life contexts. These findings suggest that integrating socio-scientific issues into physics learning provides a meaningful and contextual strategy for enhancing science education.
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