The article portrays a one-year study of the development of a socio-critical and problemoriented approach to learning chemistry on the topics of electrolytes and nonelectrolytes, reduction and oxidation, acids and bases, and colloids. The research was conducted in the academic year 2014/2015 with three classes of Year 10 and 11 students. The socio-critical and problem-oriented approach developed by Marks and Eilks (2009) aligned with the new curricula in Indonesia was used. A qualitative

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... h approach was employed with multiple methods such as interviews, observations, and reflective journals. In classrooms with different topics, the sociocritical and problem-oriented approach was found to help students develop their soft skills of critical and reflective thinking, argumentation skills, and collaboration with others. Different classrooms were found to have different levels of students' engagement, however, the teachers developed different methods of implementing the socio-critical and problem-oriented approach, including discussions, debates, and performances to engage their students. The research study found that this approach can be implemented in the teaching of chemistry topics that are relevant to the context of social problems in Indonesia.