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This qualitative action research is consist of 3 cycles. The aims to study 1) the learning management by using socio–scientific issues (SSI), 2) sthe scientific concepts of circulatory, and immune system, and 3) the attitude towards science of students after receiving the learning management. The participants were 38-grade-10 students who were selected from purpose sampling method. Research tools consist of lesson plans, reflections, survey of conceptions, concept maps, and attitude towards science assessment. The researcher used content analysis and content validation by Method & Resource triangulations. The research found that SSI steps should follow 1) Problem determination step: the lesson with the situation familiar with the student can lead to conceptual change should be introduced, 2) Stage of group dispute: the guidelines for determining issues for retrieval should be guided, 3) Information retrieval step: guidelines and sources that related to the content should be added, 4) Arguing step: an attractive topic should be arranged in, 5) Decisions steps: students should be allowed to make their own decisions, and 6) Conclusion: students should be allowed to summarize and see the best solution by themselves. The result about study scientific concepts after learning, most students can change the concept of blood circulation which in the group partial & misunderstanding (PU+MU) to the concept of Partial-understanding (PU) and in the immune system, students can change the concept from the No-Unserstanding (NU) to Partial & Misunderstanding (PU+MU). Furthermore, students have a good attitude towards science in the role of science in society at the highest level (4.67).
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