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This study aims to determine teachers’ ability to address science from socio-scientific issues (SSI) as predictors of scientific literacy that are classified as black boxes in schools. A total of 25 junior high school science teachers in some areas of East Java volunteered to be involved in this survey. Data collected by addressing macroscopic issues (AMI) tests and questionnaires were analyzed descriptively through content analysis and percentage. The results indicate that science teachers generally have difficulty in addressing science from SSI. The authentication worksheet shows that almost all AMI components have only a maximum of 50% that can be addressed. Less than 50% of science teachers have heard of scientific literacy but have not been able to describe it. The implication, student may not become scientifically literate person if teachers are not scientifically literate and SSI is not involved in learning process.

scientific literacy, science in black box, science teacher, socio-scientific issues.