<![CDATA[21st-century educational developments demand that chemistry learning focus not only on conceptual mastery, but also on developing students' abilities to understand environmental issues and make decisions based on scientific evidence. One relevant approach is Socio-Scientific Issues (SSI), which integrates scientific concepts with real-world issues that involve social, environmental, and ethical dimensions. This study aims to examine the relationship between SSI-based chemistry learning and environmental literacy, as well as the relationship between SSI-based chemistry learning and students' decision-making skills. The research employed a quantitative approach with a correlational design. Data were analyzed separately using monova models, with SSI-based learning serving as the predictor variable for environmental literacy and for decision-making skills, respectively. The results showed that SSI-based chemistry learning has a significant relationship with environmental literacy (p < 0.001). Additionally, SSI-based chemistry learning has a significant relationship with students' decision-making skills (p < 0.001). These findings indicate that engaging students in learning centered around socio-scientific issues is associated with their ability to identify and evaluate environmental problems and consider information and consequences during the decision-making process. Thus, SSI-based chemistry learning serves as a contextual approach that supports the development of students' environmental literacy and decision-making skills in addressing real-world challenges.]]>
Copyrights © 2026
