Yuliana Dwi Asworo, Yuli Rahmawati, Setia Budi
Chemical literacy, as a fundamental component of scientific literacy, remains a challenge in Indonesia, as evidenced by consistently low PISA rankings. The Socio-Scientific Issues (SSI) learning model offers a promising approach to improving chemical literacy by integrating real-world issues into chemistry education. This study examines students’ chemical literacy development using the SSI model in learning redox reactions at Islamic Senior High School 10 Jakarta during the even semester of the 2024/2025 academic year. A qualitative research design was employed, involving 40 students from class XII science. Data were collected through interviews, observations, reflective journals, student activity sheets, and chemical literacy tests, focusing on four key aspects: chemical content knowledge, chemistry in context, higher-order learning skills, and affective dimensions. The findings indicate that 38.8% of students were developing in explaining redox concepts and balancing reactions, while 37.5% were proficient in analyzing real-life applications of redox reactions. In terms of higher-order thinking skills, students were evenly distributed between developing and proficient levels in analyzing chemical phenomena, while 46.3% demonstrated proficiency in evaluating socio-scientific issues with perspectives aligned with the Pancasila Student Profile. The results suggest that the SSI learning model enhances student engagement and conceptual understanding by contextualizing redox and electrochemistry topics within relevant social issues. This study highlights the effectiveness of SSI-based chemistry instruction in fostering chemical literacy and offers insights into improving science education in Indonesia by making learning more meaningful and applicable to daily life. © 2026 Author(s)
Department of Chemistry Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, 13220, Indonesia
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