Needs Analysis Development of Socioscientific Issues-Oriented Project-Based Learning to Improve Critical and Creative Thinking Ability Nurmasyitah (a), Sukarmin(b*), Sri Yamtinah(c)
a) Doctoral Program of Science Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
b) Department of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
*sukarmin67[at]staff.uns.ac.id
c) Department of Chemistry Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
Abstract
Critical and creative thinking abilities are essential for prospective elementary school teachers to effectively address the complexity of socioscientific issues (SSI) in science education. This study aims to analyze the need to develop socioscientific issue-oriented project-based learning to enhance higher-order thinking skills. A descriptive qualitative method was employed, utilizing documentation, questionnaires, interviews, and tests involving students and lecturers from two universities in Indonesia. The findings indicate that the implementation of SSI-oriented PjBL remains limited due to time constraints, lack of contextual teaching materials, and insufficient understanding of SSI concepts. The test results indicate that the critical thinking scores of students at University A were 74.3% (good category), while at University B they were 69.8% (moderate category). Meanwhile, the creative thinking scores at University A were 73.5% (good category), and at University B they were 67.5% (moderate category).These findings highlight the urgent need to develop SSI-oriented PjBL to enhance the link between scientific concepts and real-world issues. Additionally, this development is essential for better preparing prospective teachers to meet the challenges of 21st-century education.
