Abstract
Socio Scientific Issues (SSI) is a social issue that causes controversy and can be studied based on scientific facts. Applying SSI to physics subjects helps students relate physics to real things in everyday life. The purpose of this study was to determine the teacher's view of the success of students' critical thinking processes that can be obtained from studying physics through SSI. The research method used is a qualitative method with a phenomenological approach. This study involved 4 resource persons consisting of 2 senior and 2 junior physics teachers. The results of this study indicate that SSI in physics learning can help students practice critical thinking skills. This is based on the various processes experienced by students during the physics learning process with SSI.
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