Socio-scientific issues in physics learning to improve students’ critical thinking skills

Abstract

Socio-Scientific Issues (SSI) are social issues that cause controversy and can be studied based on scientific facts. Applying SSI to the subject of physics helps students relate physics to real things in everyday life. The purpose of this study was to determine the teacher’s view of the success of students’ critical thinking processes that can be obtained from studying physics through SSI. This research used qualitative methodology with a phenomenological approach. This study involved two senior and two junior physics teachers. The results of this study indicate that SSI in physics learning can help students practice critical thinking skills. This is based on the various processes experienced by students during the physics learning process with SSI.