ABSTRACT
This research is aimed to figure out the way one biology teacher and her students perceive their experiences about a Socio-Scientific Issue (SSI)-based instruction in a biology classroom. The research was interpretive in nature, using a case study design by which one SSI, in the context of mobile phones and health problems, was developed and implemented. Data of both the teacher’s and the students’ perceptions of SSI-based instruction were collected through observations as well as interviews and analyzed descriptively in a frame of an explanation building mode strategy. The research findings respectively represent the extent to which students perceive their experience in SSI-based learning in relation to four dimensions, including contextualization of SSI, their involvement in as well as attitude toward SSI-based learning and SSI-learning objectives. Regarding the teacher’s experience, there are three aspects that need to be considered for SSI implementation in Indonesia. Thus, the implication of the research for further study is discussed.
