Article Sidebar

Submitted
October 20, 2025
Published
September 30, 2025
Download
PDF
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

Twenty-first-century science education necessitates a paradigm shift from mere conceptual mastery towards functional scientific literacy, defined as the ability to utilize scientific knowledge for decision-making on complex societal issues. However, physics instruction often remains decontextualized and theoretical, consequently failing to equip students with this crucial competence. This research aims to conduct a Systematic Literature Review (SLR) to map and synthesize theoretical frameworks concerning the integration of locally-contextualized Socioscientific Issues (SSI) to strengthen modern scientific literacy. Through searches in the Google Scholar and Scopus databases, applying strict inclusion and exclusion criteria, twenty-five relevant articles were thematically analyzed. The synthesis yielded three principal themes: (1) The fundamental role of SSI as a bridge between science concepts and ethical reasoning and decision-making; (2) The criticality of local context in enhancing the relevance, engagement, and meaningfulness of science learning; (3) The potential synergy between physics and mathematics disciplines in facilitating quantitative analysis and modeling of SSI. This review concludes that a physics learning approach integrating SSI, local context, and mathematical reasoning represents a promising framework for realizing the goals of modern scientific literacy in Indonesia. The implication of this study is the urgent need for the development of physics instructional models and materials that explicitly adopt this proposed framework.

Keywords

Socioscientific Issues Local Context Scientific Literacy Physics Instruction Systematic Literature Review.

Article Details

License
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish in this journal agree with the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

• Creative Commons Attribution-ShareAlike (CC BY-SA)

Creative Commons License

AMPLITUDO: Jurnal Ilmu dan Pembelajaran Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 
How to Cite
Purwanto, A., & Putri, P. A. (2025). Literasi Sains Modern Dalam Isu Sosiosaintifik Berbasis Konteks Lokal: Sebuah Tinjauan Pustaka Sistematis Untuk Pembelajaran Interdisipliner Fisika Dan Matematika. Amplitudo : Jurnal Ilmu Dan Pembelajaran Fisika, 5(1), 15–19. Retrieved from https://ejournal.unib.ac.id/jipf/article/view/45431
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536. https://doi.org/10.1002/tea.20009
  2. Roberts, D. A., & Bybee, R. W. (2014). Scientific literacy, science literacy, and science education. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. 2, pp. 545–558). Routledge.
  3. Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. Teachers College Press.
  4. Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048
  5. Ni’mah, V. L., & Saphira, H. V. (2025). Application of the STEAM Approach in Physics Education in Indonesia: as an Initiative in Realizing the Sustainable Development Goals. JOCSIS:Journal of Current Studies on SGDs. 68-76. https://journal.i-ros.org/index.php/JOCSIS
  6. Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision-making. Journal of Research in Science Teaching, 42(1), 112–138. https://doi.org/10.1002/tea.20042
  7. Eilks, I., & Hofstein, A. (Eds.). (2015). Relevant education in science education: Perspectives on cultural relevance. Sense Publishers. https://doi.org/10.1007/978-94-6300-129-3
  8. Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In I. Eilks & S. Markic (Eds.), Science education research and practice in Europe (pp. 29-44). Springer. https://doi.org/10.1007/978-3-319-54972-2_2
  9. Lestari, F., Widodo, A., & Sumarna, O. (2020). The role of mathematical representation in solving physics problems related to environmental pollution. Journal of Physics: Conference Series, 1521(4), 042091. https://doi.org/10.1088/1742-6596/1521/4/042091
  10. Carreira, S., & Baioa, A. M. (2018). Mathematical modelling in the making: The role of didactical mediators in a grand prix project. ZDM Mathematics Education, 50(1-2), 263-276. https://doi.org/10.1007/s11858-017-0897-4