<![CDATA[The availability of 360° video technology offers pre-service chemistry teachers a more concrete understanding of the socioscientific issues (SSI) they face and how these issues connect to chemical concepts. This study aims to provide an overview of pre-service chemistry teachers' learning satisfaction after using a 360° video-based website with an SSI context in chemistry teaching. This research uses a qualitative descriptive approach. Data were collected through a learning satisfaction questionnaire administered to 36 pre-service teachers and semi-structured online interviews with 15 respondents, focusing on indicators such as learning facilities, teaching activities, learning outcomes, learning environment, and peer interaction. The data were analyzed using hybrid thematic analysis. The findings show that learning chemistry using a 360° video-based website provides immersive, contextual learning facilities. Teaching activities promote learner-centered instruction, helping pre-service chemistry teachers master thermochemistry and the colligative properties of solutions related to SSI. The learning environment contributes to learning motivation. Peer interaction through discussion supports collaborative learning among pre-service teachers. The findings have implications for understanding learning satisfaction in 360° video-based chemistry learning that supports contextual, collaborative learning and 21st-century competencies.]]>
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