SOCIOSCIENTIFIC ISSUES AS A PEDAGOGICAL APPROACH TO FOSTER SCIENTIFIC ARGUMENTATION IN BIOPLASTIC PRODUCTION USING SUGARCANE BAGASSE

Medina Fasya Salsafitri, Risa Rahmawati Sunarya, Imelda Helsy, Iis Dahriah

Abstract


This study aims to develop students’ scientific argumentation through the implementation of socioscientific issues-based learning in the context of bioplastic production from sugarcane bagasse (Saccharum officinarum). A pre-experimental method employing a one-shot case study design was conducted involving 36 eleventh-grade Industrial Chemistry students at a vocational high school (SMK) in Cimahi City. Four research instruments were utilized: (1) student worksheets designed to facilitate contextual problem analysis, laboratory experimentation, and reflective thinking; (2) argumentation debates addressing environmental and scientific issues surrounding plastic waste and bioplastics; and (3) scientific argumentation tests structured according to the Toulmin Argumentation Pattern, assessing students’ ability to construct claims, support them with evidence, provide reasoning, and offer rebuttals. Student outputs included Students' work includes experimental reports, scientific argumentation tests, and oral debates. Data were analyzed using rubric-based scoring and converted to percentage values. The findings indicate a high level of student performance in completing worksheets (average score: 91), categorized as “very good.” Oral argumentation predominantly reached level 2 (claim with evidence), while written argumentation reached level 3 (arguments including weak rebuttals). These results suggest that socioscientific issues-based learning is effective in fostering students’ scientific argumentation skills, though further scaffolding is required to strengthen rebuttal quality.

Keywords


Socioscientific issues, scientific argumentation, bioplastic, sugarcane bagasse

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DOI: http://dx.doi.org/10.22373/lj.v13i1.30333

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