Development of an Interactive STEM-SSI Website on Organic Chemistry to Enhance Critical Thinking Skills and Scientific Literacy

This study was aimed at assessing the effectiveness of Project-Based Learning (PjBL)-based analytical chemistry flipbooks in improving students’ critical thinking skills and scientific literacy, and linking the results to the achievement of Sustainable Development Goals (SDG-4), namely quality education. This study used a quantitative approach with a quasi-experimental design, involving two groups: an experimental group (n = 250) using PjBL-based flipbooks, and a control group (n = 250) using conventional textbooks. The projects in PjBL were designed to challenge students to apply critical thinking skills in solving real problems in analytical chemistry. Scientific literacy was measured based on students’ ability to understand, evaluate, and apply chemical concepts in the context of the project. Critical thinking skills and scientific literacy tests were used to measure learning outcomes before and after the intervention. The instrument in this study was a test of critical thinking skills and scientific literacy. Statistical tests showed that the data were normally distributed (significance value 0.216), homogeneous variance (0.074), and significant differences between the experimental and control groups (t = 0.038, p < 0.05). The increase in n-gain in the experimental group reached 0.9 (high category), compared to 0.63 (moderate category) in the control group. This study concluded that Project-Based Learning-based flipbooks were significantly more effective than conventional textbooks in improving students’ critical thinking skills and scientific literacy. The results of this study confirmed the superiority of PjBL-based flipbooks in significantly improving students’ critical thinking skills and scientific literacy compared to conventional textbooks. Statistical data support (normal distribution, homogeneous variance, significant differences between groups, and high n-gain in the experimental group) encourages the adoption of PjBL-based flipbooks as an effective learning strategy to achieve quality education according to SDG-4.

Background: This research aims to analyze whether there is a direct or indirect influence between understanding science concepts, critical thinking skills, and scientific literacy on the scientific attitudes of elementary school students. This research is quantitative research with a survey method using path analysis techniques. The research population was elementary school students in the Pisangan Timur area, East Jakarta, totaling 134 students. Data collection was carried out through questionnaires and interviews. The results of the path coefficient calculation show that Py1 = 0.221, Py2 = 0.305, Py3 = 0.422, P21 = 0.249, P31 = 0.405, P32 = 0.305. This value is smaller than the significance level of 0.05, so H0 is rejected. Based on these results, it can be concluded that there is a direct influence between understanding science concepts, critical thinking, and scientific literacy on the scientific attitudes of elementary school students. The better the scientific attitude that students have, the better their achievements will be because they are equipped with a good understanding of concepts, critical thinking, and scientific literacy. Objective: In general, this research aims to obtain information about the influence of Understanding Natural Science Concepts, Critical Thinking, and Scientific Literacy on the Scientific Attitudes of Class IV Elementary School Students. The specific objectives to be achieved are to obtain data about 1) conceptual understanding, 2) critical thinking, 3) scientific literacy, and 4) scientific attitudes of class IV elementary school students. Based on these data, this research aims to analyze the extent to which: (1) The Direct Influence of Understanding Concepts on the Scientific Attitudes of Class IV Elementary School Students, (2) this research study, the aim is to obtain information about the influence of understanding science concepts, critical thinking, and scientific literacy on the scientific attitudes of Class IV Elementary School students. The specific objectives to be achieved are to develop data regarding 1) understanding of concepts, 2) critical thinking, 3) scientific literacy, and 4) scientific attitudes of students in class IV Elementary School. Based on the preliminary data, this research aims to analyze the following: (1) Direct influence of Concept Understanding on the Scientific Attitudes of students in class IV Elementary School, (2) Direct influence of Critical Thinking Skills on the Scientific Attitudes of students in class IV Elementary School, (3) Direct influence of Science Literacy on the Scientific Attitudes of Class IV Elementary School students, (4) Direct influence of Understanding of Concepts on Critical Thinking Ability, (5) Direct influence of Understanding of Concepts on Scientific Literacy, (6) Direct influence of Critical Thinking Ability on Scientific Literacy. Theoretical Framework: A scientific attitude is very important for students who are in the process of studying science, and who are also expected to be able to develop science in the future. A scientific attitude is also important for students because it will influence student learning achievement. Facts show that the scientific attitude of students in Indonesia is still low. One global indicator is that the average PISA score for Indonesian students in 2022 is only 383, below the international average score. Therefore, it is important to improve students' scientific attitudes. One effort to improve students' scientific attitudes is to look for factors that can significantly improve scientific attitudes. Data will be collected using valid and reliable instruments. The data analysis technique that will be used is path analysis. It is hoped that the results of this research will be useful for teachers and other stakeholders as a basis for improving the scientific attitudes of Indonesian students. The target outputs of this research are 1) scientific articles to be published in reputable international journals, and 2) intellectual property rights from the research instruments developed. Method: This research uses a quantitative approach, survey methods, and path analysis techniques. Variables in path analysis consist of exogenous variables (independent variables) and endogenous variables (dependent variables). The three independent variables are Conceptual Understanding (X1), Critical Thinking (X2), and Scientific Literacy (X3), while the dependent variable is Scientific Attitude (Y). The participants in this research were 134 students. By the research problem, research objectives, and research variables, there are four data required in this research, namely data related to Understanding Science Concepts, Critical Thinking Skills, Scientific Literacy, and Scientific Attitudes in class IV elementary school students. Data on Understanding Science Concepts, Critical Thinking, and Scientific Literacy were collected using multiple choice objective tests and essays, and data on Scientific Attitudes were collected using a questionnaire using a Likert scale. Statistical analysis in this research was carried out to understand the direct and indirect effects of variable X (Understanding of Science Concepts, Critical Thinking, and Scientific Literacy) on variable Y (Scientific Attitude) using path analysis. Results and Discussion: It is known that there are three causal relationship structures, namely: (a) The first relationship structure, namely the variable causing Understanding of Science Concepts, Critical Thinking, and Scientific Literacy to the variable resulting from Scientific Attitude. This first relationship structure answers the first, second, and third research hypotheses, namely 1) the direct influence of Understanding Science Concepts on Scientific Attitudes, 2) the direct influence of Critical Thinking on Scientific Attitudes, 3) the direct influence of Scientific Literacy on Scientific Attitudes, (b) Structure the second relationship, namely the variable causing Understanding of Science Concepts and Critical Thinking to the variable resulting from Scientific Literacy. This second relationship structure can answer the fifth and sixth hypotheses, namely 1) the direct influence of Understanding Natural Science Concepts on Scientific Literacy, 2) The direct influence of Critical Thinking on Scientific Literacy, (c) The third relationship structure, namely the causal variable of Understanding Natural Science Concepts on the Thinking variable. Critical. This third relationship structure can answer the fourth hypothesis, namely the influence of Understanding Science Concepts on Critical Thinking. It is important to know that this research has limitations, namely that educators still pay attention to the aspects of students in their learning process at school. Research Implications: Found a direct influence on understanding science concepts, critical thinking, and scientific literacy on scientific attitudes. Therefore, there are research implications that are explained, such as the influence of the independent variables, namely Understanding Science Concepts, Critical Thinking, and Scientific Literacy, which have been proven to be true. Each of these three variables can be used as a determinant of Scientific Attitude. The three determining factors, namely Understanding Natural Science Concepts, Critical Thinking, and Scientific Literacy, are the determining factors in Scientific Attitude and have been tested in this research. It is hoped that the results of this research can be used as a reference for relevant research in the future, especially those related to the formation of students' scientific attitudes in elementary schools. Originality/Value: Students who have a good understanding of science concepts can form good scientific attitudes as well. Students are also required to have good critical thinking skills to be able to form a good scientific attitude because one of the characteristics of someone who has a good scientific attitude is when that person has good critical thinking skills too, critical thinking skills will stimulate Students' cognitive reasoning in acquiring knowledge, critical thinking is also an aspect that needs to be developed in 21st-century learning. Good critical thinking skills will develop a good scientific attitude, students are expected to be able to be sensitive to the environment around them. Next, it is important to see how much scientific literacy students have. The ability of students to recognize appropriate and related knowledge, the breadth of information related to the knowledge in question, and the teaching and reading materials used by students in learning. This situation will greatly influence the formation of students' scientific attitudes.

In the present study, the effect of Science, Technology and Society (STS) education conducted on socioscientific issues in “Science, Technology and Society” lesson on 83 pre-service science teachers’ science literacy levels and attitudes towards socioscientific issues was examined. The design of the research is a single-group pre-test-post-test design, which is one of the quantitative research methods, which is a weak experimental design. Problem situations and possible solution suggestions for fourteen different socioscientific issues were designed and this implication that lasted 15 weeks were concluded. “Science Literacy Test” and “Attitude Scale towards Socioscientific Issues” was used as a data collection tool in the study. The data in the research were collected in the spring semester of the 2018-2019 academic year. The dependent sample t-test was used and it was observed that the relationship between the two variables was high level linear and positive in the analysis of the research. As a result of the research, it has been observed that all the implications carried out have caused positive changes in the science literacy and attitudes of the pre-service teachers towards socioscientific issues.

Objective: This study aimed to describe the improvement of scientific literacy after learning based on Socio-scientific Issues using the Problem-Based Learning model. Method: This study was analyzed quantitatively descriptively using N-Gain to determine the student's scientific literacy improvement. Using a one-group pre-posttest design, 29 undergraduate students of the science education department from a university in Indonesia participated in this pre-experimental study. The data was collected using an observation sheet of learning implementation and scientific literacy tests given before and after the learning. Finding: The results of this study showed that students' scientific literacy was improved after participating in learning based on Socio-scientific Issues using the Problem-Based Learning model. The scientific literacy was improved from (category low) in the pretest to (category medium) in the posttest, and the average N-gain score was 0,64 (medium category). Improving scientific literacy is also supported by the Socio-scientific Issues of learning using the Problem-Based Learning model implemented very well. Novelty: This study’s novelty was to describe each indicator of scientific literacy of the undergraduate students that was improved by using Socio-Scientific Issues in Problem-Based Learning. Hopefully, this study will be helpful for further research and give a solution for science teachers to improve students' scientific literacy.

This research aimed to develop and validate a Socio-Scientific Issues (SSI)-based Biology e-module on the topic of human growth and development and to examine its effectiveness in enhancing students’ critical thinking and scientific literacy. The study employed the 4-D development model, including define, design, develop, and disseminate stages. Product validation involved material experts, media experts, instrument experts, and Biology teachers. The module was tested through limited trials and field trials using a pretest– posttest control group design. Critical thinking skills were assessed through essay tests based on Facione’s indicators, while scientific literacy was measured using PISA-based multiple-choice tests. The e-module achieved excellent feasibility in terms of content, media quality, practicality, and readability, with expert validation scores ranging from 87.86% to 98.15%. MANCOVA results indicated a significant effect of the SSI-based e-module on improving students’ critical thinking and scientific literacy (p < 0.05), with higher posttest mean scores compared to two control groups. These findings suggest that integrating SSI into digital learning media provides contextual, interactive, and meaningful learning experiences that bridge scientific concepts and real-world issues. The developed e-module is valid, practical, readable, and effective for Biology learning in senior high schools.

An essential skill for learning chemistry is science literacy, which includes attitudes toward science, the scientific method, application in practical settings, and conceptual comprehension. However, the previous research revealed that students’ science literacy among Indonesian undergraduate students is still low, especially when it comes to abstract and complicated concepts like acids and bases. The study aims to develop STEM-PjBl-based teaching materials on acid acid-base topic and evaluate their effectiveness in enhancing students' science literacy. The study employs the 4D development model. The product effectiveness test was conducted at the development stage using a quasi-experimental design in the form of a one-group pretest-posttest design. The research subjects were 90 chemistry education undergraduate students who took basic chemistry courses in the 2024/2025 academic year, consisting of 3 classes. Data was gathered by a science literacy test, validation sheets, and practicality surveys for lecturers. The validity of questionnaire responses was obtained by three experts' judgment using the kappa coefficient, the practicality questionnaire was also assessed using the kappa coefficient, while the validity of data on science literacy improvement was obtained through pre-test and post-test results. The results showed that the average kappa coefficient of expert validation of STEM-PjBL-based teaching materials is 0.88 (high validity). The practicality questionnaire produced an average kappa coefficient of 0.89 (high practicality). The effectiveness test obtained an average n-gain value of 0.65 (moderate), as evidenced by student involvement in designing projects to create soft drinks from natural ingredients through the PjBL model. The designing and evaluating scientific investigations indicator (n-gain 0.67) shows the most significant improvement because students were required to systematically design experimental procedures, including problem identification, variable determination, hypothesis formulation, planning tools, materials, and work steps following scientific principles. Keywords: teaching materials, STEM-PjBL, science literacy, acid-base.

This study aims to develop Problem-Based Learning (PBL) teaching materials integrated with an ethnoscience approach on the topic of food and beverage additives to enhance students’ scientific literacy. The research was motivated by the low level of scientific literacy among Indonesian students, as indicated by the 2022 PISA results, which suggest that science learning remains largely theoretical and insufficiently connected to local cultural contexts. The ethnoscience approach integrates scientific concepts with indigenous cultural knowledge, while the PBL model promotes active learning, critical thinking, and problem-solving skills. This study employed a Research and Development (R&D) method using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The research subjects were eighth-grade students at SMP Islam Sunan Giri Salatiga. Research instruments included expert validation sheets for materials and media, student response questionnaires, and scientific literacy tests. Data were analyzed using descriptive quantitative and qualitative techniques to determine the feasibility, practicality, and effectiveness of the developed teaching materials. The results indicate that the PBL–ethnoscience-based teaching materials are highly valid, with average validation scores of 89.38% from material experts and 87.68% from media experts. Student responses were categorized as very good, with scores of 80.61% on a small scale and 81.45% on a large scale. The N-gain analysis showed improvements in scientific literacy at high (41.94%), moderate (38.71%), and low (9.68%) levels. These findings demonstrate that PBL–ethnoscience-based teaching materials effectively improve junior high school students’ scientific literacy and can serve as a reference for culturally integrated science learning.

Determination of science literacy levels of the classroom teachers (A case of Muğla city in Turkey)

This study aims to analyze the trends, patterns, and dynamics of research on students' scientific literacy in relation to critical thinking skills in science learning through a bibliometric approach. The research seeks to identify dominant topics, international collaboration networks, and contributions from institutions and countries, as well as to explore the integration of scientific literacy with critical thinking skills in educational contexts. Data were collected from the Scopus database using keywords "students' scientific literacy and critical thinking skills", resulting in 68 articles after a rigorous screening process based on publication year (2019–2024). The analysis employed descriptive bibliometric methods, utilizing tool VOSviewer for mapping collaboration networks and research focus areas. The findings reveal a significant increase in publications, particularly in 2022 and 2024, Citation trends indicate that publications from 2019 had the highest impact, with 184 citations. International collaborations were dominated by countries with advanced education systems, such as the United States, Norway, and Taiwan, while developing countries like Indonesia and Malaysia showed active. Key research themes project-based learning (PjBL-STEM), socio-scientific issues, and the integration of local and spiritual values in science education.The study concludes that scientific literacy and critical thinking skills are increasingly recognized as essential competencies in education, with innovative pedagogical approaches playing a pivotal role in their development. The results provide valuable insights for researchers, educators, and policymakers to enhance curriculum design and teaching strategies. Future research should focus on specific contexts and interdisciplinary approaches to further explore the relationship between scientific literacy and critical thinking skills.

The integration of technology in education is essential for enhancing learning, particularly in junior high school Science. Challenges such as low conceptual understanding and limited scientific literacy remain prevalent. This study developed a differentiation-based Digital Interactive Worksheet (DIW) to improve students’ scientific literacy in motion concepts. Using the ADDIE model within a Research and Development (R&D) framework, the study involved 30 eighth-grade students at SMP Negeri 5 Padangsidimpuan. Data were collected through expert validation sheets, practicality questionnaires, and scientific literacy tests. Results indicated that the DIW was highly valid (81.2%), practical (84.6%), and effective in enhancing students’ scientific literacy. Small-scale trials produced an N-Gain of 55.8% (moderate), while large-scale trials showed an N-Gain of 49.9% (moderate), suggesting consistent effectiveness, though slightly lower in larger classes likely due to management challenges. The 5.9% difference highlights the importance of classroom strategies for larger groups. DIW’s success is attributed to interactivity, personalized learning, real-time feedback, and active student engagement. This study contributes a tested digital learning tool for Science education and demonstrates the effective integration of differentiation and technology. The findings support SDG 4 (Quality Education) through inclusive and adaptive learning. Future research should address scalability and broader classroom implementation

Students' scientific literacy remains relatively low, as evidenced by PISA study results and field observations, indicating the need for innovative, contextual, and interactive teaching materials. This study aims to develop a Green Chemistry e-module based on Problem-Based Learning (PBL) within the context of Socio-Scientific Issues (SSI), and to examine its validity, practicality, and effectiveness in enhancing students’ scientific literacy. The research employed a Research and Development (R&D) method using the ADDIE development model, which includes five stages: analysis, design, development, implementation, and evaluation. The research subjects consisted of five expert validators and tenth-grade students from class X-D at SMA Negeri 10 Banjarmasin. Data were collected using both test and non-test instruments, including expert validation questionnaires, readability questionnaires, student and teacher response questionnaires, observation sheets, and scientific literacy tests. The results showed that the developed e-module had a very high level of validity (96.71%), was highly practical (85.40%), and proved to be significantly effective in improving students’ scientific literacy, as indicated by an N-Gain score of 79.72, which falls into the effective category. Therefore, the e-module is considered successful in significantly enhancing students' scientific literacy.

In this study, the relationship between pre-service teachers' critical thinking dispositions and their attitudes towards socioscientific issues was examined. Relational survey method, which is one of the quantitative research approaches, was used in the research process. 813 pre-service teachers from science, mathematics, preschool, psychological counseling and guidance, social sciences, classroom teaching, and fine arts departments studying at education faculties in state universities in the Black Sea Region of Turkey participated in the research. Critical thinking disposition and attitude scales were used as data collection tools in the research. The findings were examined by considering the variables of gender, class level, knowledge about socioscientific issues and the department of education. In the analysis of the data obtained, the results for each scale were first divided into groups as low, medium and high scores. Variables with two categories were analyzed using the independent samples t-test, and variables with more than two categories were analyzed using the ANOVA test. Then, multiple linear regression analyses were performed. Hayes's (2018) regression model number 1 was used to confirm the research results and to support it with advanced statistics. As a result of the research, it was determined that the pre-service teachers with low and medium critical thinking dispositions also had low attitudes towards socioscientific issues and sub-variables did not make a significant difference. At this point, some suggestions can be made to pre-service teachers with a low and medium level of critical thinking disposition. It can be ensured that they participate in project activities on socioscientific issues during the training process. It can be ensured that courses within the scope of critical and analytical thinking are taken. It has also been determined that the pre-service teachers with high critical thinking disposition have high attitudes towards socioscientific issues, and there is a significant difference in terms of the variables of the department, grade level and having knowledge about socioscientific issues.

Against the background of the limitations of learning media in facilitating the learning needs of students, as well as the importance of critical thinking skills and science literacy in facing global challenges. The independent curriculum is an approach designed to meet the learning needs of students flexibly, but still requires the active role of teachers in conveying essential concepts, so the development of SSI-based e-LKPD is expected to be an effective learning innovation to develop students' critical thinking skills and science literacy. The purpose of the study is to measure the effectiveness of SSI-based e-LKPD on environmental pollution materials on students' science literacy and critical thinking. The use of the liveworksheet application is used for interactive learning media. This type of research is quasi-experimental design with the one group pretest-posttest design method. The research was conducted in grade VIII of junior high school in Tanggamus district with a total of 128 students. Data analysis uses n-gain test and t-test. The results of the analysis obtained an n-gain of 33 in the control class and 53 in the experimental class. This value is in the range of 40-55 with the category of less effective. Furthermore, the results of the t-test showed a significant difference between the control and experimental classes (p<0.05); reject H0, thus that SSI-based e-LKPD is effective in improving critical thinking skills and science literacy of junior high school students.

The Socio-Scientific Issues (SSI)-based learning approach has been recognized as an effective method in science education to develop students' essential skills. This study aims to explore the impact of SSI learning on six key skills: scientific literacy, critical thinking, problem-solving, social awareness and responsibility, argumentation, and collaborative and communicative skills. This research method uses the PRISMA guideline to review relevant literature. Articles were obtained from the Scopus database with the keywords "socio-scientific issues," "socioscientific issues," and "science education" which were limited to publications from 2014 to 2024. The results of the analysis of 46 articles showed that SSI-based learning can improve students' scientific literacy through the context of global issues, such as climate change and renewable energy, which provide a deeper scientific understanding. This learning also hones students' critical thinking skills by encouraging evaluation of evidence and analysis of multiple perspectives. In addition, the SSI approach encourages problem-solving skills by inviting students to find innovative solutions to environmental and health issues, as well as increasing their social awareness and responsibility. Students also develop argumentation skills through discussions and debates, as well as collaborative skills through SSI-based projects. In conclusion, SSI learning not only enriches students' scientific understanding but also prepares them with essential skills to face global challenges in the modern era.

Objective: This study aims to develop and evaluate an interactive module based on Socio-Scientific Issues (SSI) to improve science literacy among sixth-grade elementary students. Specifically, the objectives are to create a valid, practical, and effective learning module, to assess its impact on students’ critical thinking and scientific discussion skills, and to compare the learning outcomes between experimental and control groups. Method: This study employed a development research design to create an interactive module based on Socio-Scientific Issues for sixth-grade science learning. Validation was conducted through expert reviews on content and media aspects. Practicality was tested by involving teachers and media experts. Effectiveness was measured using a quasi-experimental design with pretest-posttest control group, analyzing learning outcomes through statistical tests. Results: The developed interactive module based on Socio-Scientific Issues was validated with an average expert score of 89%, indicating its suitability for use in science learning. Practicality tests with teachers and media experts yielded a score of 90%, confirming the module’s ease of use. Effectiveness analysis showed a significant difference between the experimental and control groups (p = 0.000), with the experimental group demonstrating higher learning outcomes and improved science literacy skills. Novelty: This study introduces an innovative interactive module integrating socio-scientific issues to enhance science literacy in elementary students. Unlike conventional modules, it emphasizes critical thinking and real-life scientific debates, supported by validated content and media, making it both practical and effective in diverse classroom settings.