This study analyzed the value-based learning environment by applying Socio-scientific Issues (SSI) designed to promote sustainable development in education. The study explored how students perceive when dealing with environmental problems which further develops the value of environmental awareness within them. The issues used are related to the concept of acid and base topics in the high school chemistry curriculum. Qualitative methodology was employed through multiple data collections of semi-structured interviews, reflection journals, observations, and worksheets with the 36 students of year 11 at a public senior high school in Jakarta. The study results showed that students were successful in being actively engaged in learning due to the support of their positive relationship with the teacher, thereby creating an interest that made their learning more meaningful. The integration of SSI in chemistry learning has enhanced students’ communication and collaboration skills through the decision-making on problem-solving activities. Students also engaged in developing their environmental sustainability awareness and higher order thinking skills. As a result, the study revealed that SSI has a positive impact on developing a value-based learning environment in chemistry learning.
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