Summary
This study aims to test the effectiveness of a socio-scientific issue (SSI) based instruction through STEM-6E (engage, explore, explain, engineer, enrich, and evaluate). Controversial science topics (e.g. genetically modified organisms) in many countries, especially Indonesia, can be approached via integrated STEM education. One hundred and nine junior-high-school students from two different schools were involved in this study. Qualitative and quantitative data analyses were used to interpret the data obtained. Furthermore, a multi-level assessment framework (proximal and distal assessment) was employed in the quantitative analysis. The study results revealed that socio-scientific issue-based instruction by STEM-6E can probe a unique natural classroom interaction initiated by the teacher. The results also showed that both proximal and distal assessment had significant pre-test and post-test score differences (t-test value: proximal = -14.89; distal = -8.92). Practical significance from Cohen's d in the two assessments also showed a large effect (distal: d = 0.85; proximal: d = 1.42). The students' perceptions of this curriculum intervention, are extensively discussed. In conclusion, this current study's results support the claim that STEM-SSI can foster students' understanding, performance, motivation, and self-awareness in learning science. Furthermore, such findings contribute to science teachers in planning, processing, and evaluating classroom learning via controversial science topics through integrated STEM education.

Relevance for Complex Systems Knowledge
- It is applied to the discipline of science in secondary school students and with an interdisciplinary type of integration.
- This is a quantitative and qualitative study to look at the level of learning when applying integrated STEM training in a secondary school classroom. This study is based on an instruction
- Qualitative and quantitative data analyses were used to interpret the data obtained. Furthermore, a multi-level assessment framework was employed in the quantitative analysis.
- The study results revealed that socio-scientific issue-based instruction by STEM-6E can probe a unique natural classroom interaction initiated by the teacher. The students' perceptions of this curriculum intervention, are extensively discussed. In conclusion, this current study's results support the claim that STEM-SSI can foster students' understanding, performance, motivation, and self-awareness in learning science. Furthermore, such findings contribute to science teachers in planning, processing, and evaluating classroom learning via controversial science topics

This article does not deal with gender inequality. Neither does it address the issue of student difficulties or the circular economy, however, the framework of STEM education brings benefits to student learning in terms of student understanding and motivation in scientific aspects.

Point of Strength
The study of a classroom intervention in STEM education on socio-scientific aspects, the impact on students of working on social issues in the science discipline

DOI
https://doi.org/10.1080/09500693.2021.1983226

Keywords
Science learning, integrated STEM education, socio-scientific issue, learning effectiveness, student’s perception