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All Journal Hydrogen: Jurnal Kependidikan Kimia
Wijaya, Komang Jnani
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Chemistry Education

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The Effectiveness of the Socio-Scientific Issues (SSI) Approach on Senior High School Students’ Critical Thinking in Chemistry: A Literature Review Pratiwi, Ni Kadek Mira; Wijaya, Komang Jnani; Redhana, I Wayan
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19437

Abstract

21st century learning emphasizes higher-order thinking skills, one of which is critical thinking. However, the 2022 PISA report shows that Indonesian students' achievements in critical thinking and science literacy are still low. One relevant approach to improving students' critical thinking skills is Socio-Scientific Issues (SSI), which is learning based on contextual, complex, controversial, and everyday science issues. Although the Socio-Scientific Issues (SSI) approach has been widely applied in chemistry learning to train higher-order thinking skills, empirical findings are still scattered and have not been systematically synthesized. This study aims to examine the effectiveness of the SSI approach in improving high school students' critical thinking skills through the Systematic Literature Review (SLR) method based on the PRISMA model. A total of 13 empirical articles published between 2016 and 2025 and indexed on Google Scholar, Sinta, and Scopus were analysed. The results of the study show that SSI-based chemistry learning is effective in improving critical thinking skills, particularly in the aspects of argumentation, evidence evaluation, science-based decision making, and problem solving. These findings indicate that the SSI approach has the potential to become the basis for curriculum development and chemistry learning design oriented towards strengthening critical thinking.
Green Chemistry Microscale Practicums on High School Students’ Learning Outcomes and Motivation: Systematic Literature Review Wijaya, Komang Jnani; Pratiwi, Ni Kadek Mira; Redhana, I Wayan
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19438

Abstract

Microscale practicums are a practicum design that utilizes small amounts of materials and tools as a solution to the limitations of school laboratories, while integrating the application of green chemistry principles in education. A number of empirical studies have reported the positive impact of implementing green chemistry-based microscale practicums. However, studies that specifically integrate green chemistry principles and analyze their integrated impact on learning outcomes and motivation among high school students are still limited and scattered. The purpose of this study is to systematically examine how the application of green chemistry-based microscale practicums can improve learning outcomes and motivation among high school students. This study uses the Systematic Literature Review (SLR) method with the PRISMA model through searching for articles on Google Scholar, GARUDA, DOAJ, and SCOPUS. The articles analyzed were adjusted to the inclusion criteria, namely empirical studies published between 2005 and 2025 with high school/MA students as subjects and focusing on the effect of green chemistry-based microscale practicums on student learning outcomes and motivation. A total of 10 articles met the inclusion criteria and were analyzed in this study. The synthesis results show that this approach consistently improves student learning outcomes in terms of concept understanding, achievement, science process skills, and student memory retention, as well as learning motivation through increased interest and enthusiasm for learning. These findings provide evidence-based guidance for chemistry teachers and curriculum developers in designing environmentally friendly laboratory learning that is effective in improving students' cognitive and affective achievements.
Co-Authors I Wayan Redhana Pratiwi, Ni Kadek Mira