Socioscientific issues as a pedagogical approach to foster scientific argumentation in bioplastic production using sugarcane bagasse

Salsafitri, Medina Fasya (2025) Socioscientific issues as a pedagogical approach to foster scientific argumentation in bioplastic production using sugarcane bagasse. Lantanida Journal, 13 (1). pp. 124-142. ISSN 2548-9062

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Abstract

INDONESIA: Penelitian ini bertujuan untuk mengembangkan kemampuan argumentasi ilmiah siswa melalui penerapan pembelajaran berbasis socioscientific issues dalam konteks pembuatan bioplastik dari ampas tebu (Saccharum officinarum). Metode yang digunakan adalah pra-eksperimen dengan desain one-shot case study yang melibatkan 36 siswa kelas XI Kimia Industri di salah satu Sekolah Menengah Kejuruan (SMK) di Kota Cimahi. Terdapat empat instrumen penelitian yang digunakan, yaitu: (1) lembar kerja peserta didik yang dirancang untuk memfasilitasi analisis masalah kontekstual, percobaan laboratorium, dan refleksi; (2) debat argumentatif yang membahas isu lingkungan dan ilmiah terkait limbah plastik dan bioplastik; serta (3) tes argumentasi ilmiah yang disusun berdasarkan Toulmin Argumentation Pattern untuk menilai kemampuan siswa dalam menyusun klaim, mendukung klaim dengan bukti, memberikan pembenaran, dan menyampaikan sanggahan. Produk yang dihasilkan siswa meliputi laporan hasil percobaan, tes argumentasi ilmiah, dan debat lisan. Data dianalisis menggunakan penilaian berbasis rubrik dan dikonversi ke dalam bentuk persentase. Hasil penelitian menunjukkan bahwa kinerja siswa dalam menyelesaikan lembar kerja tergolong sangat baik dengan skor rata-rata sebesar 91. Argumentasi lisan siswa umumnya mencapai level 2 (klaim dengan bukti), sedangkan argumentasi tertulis mencapai level 3 (argumen yang mencakup sanggahan lemah). Temuan ini mengindikasikan bahwa pembelajaran berbasis isu sosiosaintifik efektif dalam mengembangkan kemampuan argumentasi ilmiah siswa, meskipun diperlukan penguatan lebih lanjut untuk meningkatkan kualitas sanggahan. ENGLISH: 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.

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