Profile of first-year prospective chemistry teacher’s ability to develop SSI-oriented chemistry learning videos related to ESD issues

Socio Scientific Issue (SSI) in chemistry learning is an important issue that develops in society and conceptually correlates with chemistry. With the rapid openness of technology and communication, many issues are spread in society that are not necessarily scientifically proven. Many of these controversial issues relate to aspects of the economic, social, and environmental dimensions that are part of education for sustainable development (ESD). As prospective chemistry teachers, students are expected to be able to examine the latest issues from chemistry perspectives, build analytical skills in responding to sustainable development challenges as part of responsible citizens, and develop learning media such as video. This study aims to describe: (1) the ability of prospective chemistry teachers to analyse the validity of society’s view related to SSI based on chemistry concepts, (2) the ability of prospective chemistry teachers to analyse aspects of ESD in SSI, (3) the ability of prospective chemistry teacher in developing media in the form of SSI learning videos related to ESD. A descriptive method was used for this study. Data was collected through worksheets about SSI and ESD, portfolios, and final product assessment sheets. The participants included 53 first-year prospective chemistry teachers in the Chemistry Education Department at Universitas Negeri Yogyakarta, Indonesia. The data analysis result indicated that first-year prospective chemistry teachers’ competencies in analysing issues in SSI were in a moderate category, analysing aspects of ESD was in a good category, and developing learning videos was in a moderate category. In general, the first-year prospective chemistry teachers’ competencies in developing SSI learning videos with controversial issues in ESD still need to be improved.