Abstract
The purpose of this study was to know the relationship between socio-scientific issues with nature of science students in ecosystem material of the XI Math and science class in one of the High Schools. This research was conducted from September- October 2020. The type of research was correlational with sample of 36 students taken using a purposive sampling technique as evidenced by the average value of daily tests. The technique on data collection was a non-test instrument socio-scientific issue questionnaire and essay test the nature of science. The research instruments used included a socio-scientific issue questionnaire which states 13 statements regarding controversial issues regarding ecosystems and the views nature of science form B (VNOS-B) description test to measure the nature of science dictated by Lederman et al. (1998) and have settled 14 questions. Data were analyzed using Pearson bivariate. The results of this study obtained a significance of 0.00 < (0.05) which indicates the relationship between socio-scientific issues with the nature of science and 0.729 as the display value. This analysis concludes that there is a positive relationship between socio-scientific issues with the nature of science at a high level. Teachers are expected to be able to improve skills in indicators of socio-scientific issues, one of which is by training sensitivity and awareness of environmental problems that students encounter on a daily basis.
Highlights
IntroductionDrought, floods, and forest fires are just a few examples of environmental damage that has occurred
Various environmental problems that occur in Indonesia are inevitable
The results of this study obtained a significance of 0.00 < (0.05) which indicates the relationship between socio-scientific issues with the nature of science and 0.729 as the display value. This analysis concludes that there is a positive relationship between socio-scientific issues with the nature of science at a high level
Summary
Drought, floods, and forest fires are just a few examples of environmental damage that has occurred. Various factors such as increasing use of motorized vehicles, settlements along river banks, and land conversion are the trigger factors. The biggest factor causing environmental damage is the low level of education and awareness of the community and other stakeholders (Subiantoro, et al, 2013). Various examples depend on each problem, including limiting the age of vehicles to limit the number of vehicles that are too many, moving residents to the flat for residents living along the river, monitoring regulations and policies that correlate with facilitation and incentives for farmers who apply LP2B (Lahan Pertanian Pangan Berkelanjutan) to conversion land that is made into rice fields, increases the state budget by 20% to improve the quality of education and implements a waste bank program to reduce and separate the types of waste generated by the community. Through various solutions that have been done, it can help overcome environmental damage, but the results are not optimal
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