Introduction. In the 21st-century information complexity era, scientific literacy is a crucial competency for students because it is closely related to critical thinking skills and evidence-based decision-making. Mastery of scientific literacy can increase students’ competitiveness in the job market and the global economy, while also supporting the formation of a society capable of actively participating in discourses on important social and scientific issues. Various studies have attempted to develop scientific literacy through socio-scientific issues (SSI), inquiry-based learning, and blended learning approaches; however, these three areas are still poorly integrated, potentially resulting in ineffective learning methods. Therefore, this study uses bibliometric methodology to map the intellectual framework and global research vanguard on the convergence of these three domains and builds a theoretical foundation for the development of a Socio-Scientific Inquiry Based on Blended Learning (SSIBBL) model to improve scientific literacy.
Methods. We looked at 103 Scopus-indexed articles that were published between 2009 and 2026. We used a PRISMA-based filtering process, keyword co-occurrence mapping, thematic map analysis, co-citation analysis, and bibliographic coupling analysis with VOSviewer and Biblioshiny.
Results. Bibliometric findings indicate that SSI, argumentation, and epistemic reasoning are essential foundations of modern science education. Meanwhile, inquiry and blended learning have emerged as dominant pedagogical practices that continue to grow. Scientific literacy serves as a conceptual hub connecting SSI, inquiry, and blended learning. However, these three domains still exhibit conceptual fragmentation, and to date, there is no learning model that systematically integrates them. SSIBBL has the potential to bridge the gap between theoretical foundations and contemporary research directions, in line with recent calls for developing learning models that integrate these three domains in a coherent manner. SSIBBL enables students not only to be guided to understand socio-scientific phenomena but also to practice scientific inquiry with the support of digital technology in a blended learning environment, thus optimizing the development of scientific literacy.
Conclusion. This study generates a conceptual synthesis that serves as the foundation for developing the SSIBBL model, designed as a pedagogical framework to integrate the epistemic, socio-cultural, and technological aspects of science education. This model provides a novel approach to enhancing scientific literacy in higher education and creates avenues for empirical validation, curriculum development, and digital learning innovation in subsequent research.
Keywords: scientific literacy, socio-scientific issues, inquiry, blended learning, science learning, socio-scientific inquiry based on blended learning
For Citation: Hendratmoko, A. F., Roqobih, F. D., & Muslim (2026). Integrating Socio-Scientific Issues, Inquiry, and Blended Learning for Scientific Literacy: a Bibliometric Foundation for the Socio-Scientific Inquiry Based on Blended Learning Conceptual Model. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (3), 733–747. https://doi.org/10.32744/pse.2026.3.46
Authors:
Ahmad Fauzi Hendratmoko (Indonesia, Surabaya) — Doctor of Science Education, Assistant Professor of the Department of Science Education. Universitas Negeri Surabaya. E-mail: ahmadhendratmoko@unesa.ac.id
Fikky Dian Roqobih (Indonesia, Surabaya) — Master of Science Education,
Assistant Professor of the Department of Science Education. Universitas Negeri Surabaya. E-mail: fikkyroqobih@unesa.ac.id
Muslim (Indonesia, Bandung) — Doctor of Science Education, Associate Professor of the Department of Physics Education. Universitas Pendidikan Indonesia. E-mail: muslim@upi.edu
© Ahmad Fauzi Hendratmoko, Fikky Dian Roqobih, Muslim, 2026
The author’s declared no conflicts of interest
Received: 18 December 2025 | Approved: 25 March 2026 | Published: 30 June 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0)
that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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