Implementation of socio-scientific issues-based learning in biology to improve scientific literacy of high school students

A lesson study in biology classroom was carried out to: 1) developing SSI-based learning guidance, 2) implementing SSI-based learning and describing the learning process occurred, and 3) describing students’ scientific literacy performed. The lesson study was conducted in three public high schools through three of Plan-Do-See stages, and assessed with instruments including: 1) an observation sheet for lesson study process, and 2) an observation sheet for student activities during the learning process. The findings of the lesson study showed that during the SSI-based learning process, students appeared to be actively participating in the learning and expressing their opinions about the cases being studied. In the study with the case of tubers vs wheat at SMA 1 Sanden, the pros and cons groups for the consumption of wheat-based foods were developed. The students were actively seen arguing with each other about the case. Students' opinions about wheat-based food ingredients varied greatly according to the focus studied by the group. Students can assess this case from various points of view. It appeared that students' scientific literacy can developed well. In the study of cupping cases at SMA 2 Wates, it appeared that all groups agreed on cupping therapy for health. Students had been assigned to explore the practice of cupping therapy from various perspectives (professions in society). The learning results showed that in the learning activities all groups agreed to the practice of cupping therapy. Model teachers and observers realized the importance of lesson study activities to find various learning problems and take important values from the implemented open class.