Science in A Black Box: Can Teachers Address Science from Socio-Scientific Issues?

Abstract

Abstract This study aims to determine teachers’ ability to address science from socio-scientific issues (SSI) as predictors of scientific literacy that consider as a black box in schools. A total of 25 junior high school science teachers in some areas of East Java volunteered to be involved in this survey. Data collected by addressing macroscopic issues (AMI) tests and questionnaires were analyzed descriptively through content analysis and percentage. The results indicate that science teachers generally have difficulty in addressing science from SSI. The authentication worksheet shows that almost all AMI that can be addressed only reaches 50% maximum. Less than 50% of science teachers have heard of scientific literacy but have not been able to describe it. The implication, the student may not become a scientifically literate person if teachers are not scientifically literate, and SSI is not involved in the learning process.