Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 962–972

DOI: 10.18502/kss.v9i13.16022

Muhammad Minan Chusniminan.chusni@uinsgd.ac.idDepartment of Physics Education, Faculty of Education and Teacher Training, UIN Sunan Gunung Djati, Bandung

Adam MalikDepartment of Physics Education, Faculty of Education and Teacher Training, UIN Sunan Gunung Djati, Bandung

Winda SetyaDepartment of Physics Education, Faculty of Education and Teacher Training, UIN Sunan Gunung Djati, Bandung

Rena Denya AgustinaDepartment of Physics Education, Faculty of Education and Teacher Training, UIN Sunan Gunung Djati, Bandung

Rizki ZakwandiDepartment of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta

This study aimed to determine the effect of SSI learning on environmental change topics on students’ interpretation (SIS) and self-regulated skills (SRS). The method used was pre-experiment with one group pre-test and post-test design. The participants in this study were 57 students in 7th grade (32 boys and 25 girls) chosen using a random sampling technique. The instrument was a test with 6 essay questions for interpretation and self-regulation. Research data were analyzed through prerequisite tests, paired sample t-tests, n-gain scores, multivariate analysis of variance (MANOVA) test, and Pearson correlation test. The results prove that SSI learning for these topics had no significant effect on students’ interpretation skills and self-regulation. The n-gain score analysis also proves that only 0.34 for interpretation skills and 0.36 for self-regulated skills are in the moderate category. However, the cluster analysis shows differences in student SIS and SRS for low levels but not middle and high ones. Finally, the Pearson correlation test shows a positive relationship between students’ interpretation and self-regulated skills.

Keywords: self-regulation skills, Socio-scientific Issues (SSI), environmental change

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