Enhancing High School Students' Scientific Literacy through Socio-Scientific Issue-Based Problem-Based Learning (SSI-PBL): The Case of Bukit Barisan Selatan National Park (BBSNP)
DOI:
https://doi.org/10.57125/FED.2026.09.04Keywords:
scientific literacy, socio-scientific issues, problem-based learning, contextual science learning, biodiversity conservation.Abstract
Developing scientific literacy requires learning experiences that connect scientific concepts with authentic environmental problems, yet science instruction often remains detached from students' local contexts. This study examined the effectiveness of Socio-Scientific Issue-based Problem-Based Learning (SSI-PBL) using conservation issues from Bukit Barisan Selatan National Park (BBSNP) to improve high school students' scientific literacy. A quasi-experimental pretest- posttest control group design was implemented with 72 tenth-grade students. Scientific literacy was assessed using an OECD PISA 2022-based essay test, and the data were analysed using normalised gain, an independent-samples t -test, and Cohen's d effect size. Students in the SSI-PBL experimental class achieved higher scientific literacy than the control class, with significantly greater learning gains (p = 0.006) and a moderate educational effect (d = 0.67). Improvement was evident across all scientific literacy competencies, with the strongest gains observed in interpreting scientific data and evidence, followed by evaluating scientific inquiry and explaining scientific phenomena. Learning through authentic conservation issues enabled students to apply scientific knowledge, evaluate evidence, and justify decisions within meaningful environmental contexts rather than relying solely on conceptual understanding. These findings demonstrate that integrating locally relevant conservation issues into SSI-PBL strengthens scientific literacy while providing a practical approach for contextual science learning in biodiversity-rich regions.
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