Development of Booklets Integrated with Islamic Values Based on Socio-Scientific Issues to Improve Science Literacy

This study aims to test the feasibility and effectiveness of the SETS-based environmental pollution module with Islamic values ​​in improving students' scientific literacy. This type of research is research and development (R&D) that uses the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects to test the developed module were 39 students and three expert lecturers consisting of science material experts, Islamic religious material experts, and media experts. The research instruments were expert validation questionnaires, legibility questionnaires, gaps test questions, and scientific literacy test questions. The expert validation data analysis showed the average score on the feasibility aspects, which were considered very valid. The readability questionnaire analysis describes the module as having excellent readability. This result is in line with the results of the gap test analysis that the module is easy for students to understand. The N-gain values ​​for the three aspects of scientific literacy are 0.46, 0.45, and 0.38 in the medium category, while the other element is 0.26 in the low class. Based on the analysis results, the environmental pollution module SETS-based with Islamic values ​​was very suitable for learning. It was effective in improving three aspects of scientific literacy.

According to PISA data, the level of scientific literacy in Indonesia is relatively low, highlighting the need for innovative learning media tailored to the needs of Generation Z students. This study aims to develop an e-module based on socio-scientific issues using the Liveworksheets platform to enhance students' scientific literacy on acid-base topics. The research employed a Research and Development (RD) method with the ADDIE model, encompassing analysis, design, and development phases. Product validation was conducted by material experts, media experts, and reviewers, while a limited trial was carried out with students. Validation results revealed that the e-module achieved an excellent category from material experts, media experts, and reviewers, with an average ideality percentage of 95%. Student trials also yielded positive responses with excellent content, language, and user-friendliness ratings. The developed e-module incorporates relevant socio-scientific issues, supports technology-based learning, and is designed to accommodate visual, auditory, and kinesthetic learning styles. Therefore, this e-module is an innovative and effective alternative learning medium to improve students' scientific literacy on acid-base topics. In addition, this e-module has the potential to nurture scientifically literate citizens who can contribute to solving socio-scientific issues in society.

This study aims to test the feasibility and effectiveness of based biodiversity teaching materials Socio Scientific Issue (SSI) in improving students’ scientific literacy. This research is a Research and Development (R&D) that use the ADDIE model by applying a one group pretest-posttest design. The research subjects to test the teaching materials developed were two expert lecturers consisting of Biology material experts, media experts, practitioners and 125 students of class X MIPA in Kudus. The research instruments are expert validation questionnaire, readability questionnaires of teaching materials and scientific literacy test questions. The analysis of the expert validation questionnaire data showed the average score on the feasibility aspects that were considered very valid. The readability questionnaire analysis describe the teaching materials as having very good readability, which meant that the teaching materials were easy to understand and read by students. The results of the N-Gain analysis of scientific literacy for each aspect of scientific literacy are in the moderate category. The aspect of science as a body of knowledge is 0.49, science as a way of investigation is 0.52, science as a way of thinking is 0.50 and the interaction of science, technology and society is 0.56. Based on the results of the analysis of biodiversity teaching materials based on the Socio Scientific Issue, it is very suitable to be used in learning and is effective in improving students' scientific literacy skills.

This study aims to determine the effectiveness of Socioscientific Issue (SSI)-based petroleum materials integrated with the eLSMAWAR website on students’ scientific literacy during the COVID-19 Pandemic. However, it still targets the achievement of 21st-century skills, namely scientific literacy competencies. Scientific literacy is needed as a skill that can answer the demands of the 21st-century era, as a problem solver that is competitive, innovative, creative, collaborative, and has character. This research method uses Research and Development (R D), which refers to Borg and Gall’s development model. The instrument used in this study was an expert validation sheet filled in by a validator which was useful for knowing whether it was feasible or not to develop. Students are given ten descriptive questions on a 1-4 Likert scale to determine the effect of teaching materials on scientific literacy. The data obtained were analyzed by descriptive quantitative. Expert validation resulted in an average percentage of 87% on material, presentation, language, and legibility aspects. For the validation of chemistry educators, the mean score of CVI for the language aspect and legibility is 0.80; the material aspect is 0.86; for the presentation, aspect is 0.84. This means that based on chemistry experts and educators, the criteria for SSI-based petroleum materials integrated with the eLSMAWAR website are appropriate/valid and very suitable for use. The scientific literacy test results obtained an N-Gain of 0.66, which means that the SSI-based teaching materials integrated with the eLSMAWAR website are quite effective in improving students’ scientific literacy. The research concludes that the teaching material based on Socioscientific Issue (SSI) integrated with the eLSMAWAR website on students’ scientific literacy with three indicators of scientific literacy is following the demands of the implementation of 21st-century skills.

An important component in the learning process is the existence of teaching materials for students. Teachers need a variety of teaching materials, both in the form of textbooks and modules that can help carry out the learning process well. This research aims to test the effectiveness of a Socio-Scientific Issue (SSI) based science e-module to increase students' scientific literacy. This type of research is quasi-experimental research with a One Group Pretest-Posttest Design. The research was conducted in three class VII MTs Nurul Iman Dasan Makam, Sukamulia District, East Lombok Regency. The effectiveness of the e-module is obtained by providing test questions at the beginning (pretest) and at the end (posttest) of learning to measure the increase in students' scientific literacy. The results of the analysis of the effectiveness of increasing scientific literacy are in the medium category with an average N-gain score of 0.47. The research results show that the implementation of the SSI-based science e-module is quite effective in increasing students' scientific literacy so that it can be used as a teaching material for science learning

The purpose of this research is to describe the feasibility of the developed STEM-based interactive e-book in improving students' scientific literacy to deal with independent learning policies of independent campuses. Furthermore, this study aims to determine the impact of the developed e-book and investigate students' interest in the e-book. This research employs the ADDIE development model as a type of R&D, including analysis, design, development, implementation, and evaluation. The findings indicate that the STEM-based interactive e-book increases students' scientific literacy skills, with an N-Gain score of 0.56 in the medium category. Based on the expert validation, the developed e-book obtained a percentage of 82.33 % from the material experts, 86.38 % from the media experts, 80.00 % from the IT experts, and 88.09 % from the scientific literacy test instrument experts. All categories belong to the highly feasible criteria. The percentage of students’ responses toward the attractiveness of the e-book was 87.02 %. The developed STEM-based interactive e-book is appropriate for use in education. This study adds new knowledge and experience to developing STEM-based interactive e-books. Besides, providing electronic teaching material in the form of STEM-based interactive e-books can be used to support students’ learning and trigger scientific literacy in the globalization era.

The development of science and technology in the 21st century necessitates strong scientific literacy among students, yet Indonesian students' PISA scores in this area remain low. Conventional physics teaching materials often lack interactivity and fail to engage students actively, especially for abstract topics like momentum and impulse. This research addresses the gap by developing guided inquiry-based teaching materials assisted by virtual laboratories (V-Lab) for momentum and impulse, aiming to improve senior high school students' scientific literacy. The study employed a Research and Development (R&D) method focusing on the define, design, and develop stages. Module feasibility was assessed through validation by material and media experts using questionnaires (1-4 Likert scale), yielding quantitative scores and qualitative feedback. Initial field testing involved 32 10th-grade students and utilized readability questionnaires, learning interest questionnaires, and pre-post science literacy tests, analyzed descriptively. Results showed high feasibility: material expert validation at 91.6% (Very Good) and media expert validation at 84.0% (Very Good). Qualitative feedback affirmed the module's strengths and provided suggestions for refinement. Initial field testing indicated very good student readability (86.3%) and learning interest (82.0%). Science literacy improved from a pre-test average of 45.2% to a post-test average of 75.8%, with a Normalized Gain (N-Gain) of 0.56 (Medium effectiveness). The study concludes that the developed V-Lab assisted guided inquiry teaching materials are highly feasible and effective for enhancing students' science literacy. The module offers a valuable, interactive resource for physics education, with potential for wider application

Background: The weakness in students’ critical thinking skills is reflected in their tendency to passively accept information without considering broader aspects, such as scientific issues and religious values. Furthermore, the application of biotechnology often triggers controversy within society, highlighting the urgent need for strong scientific literacy skills. One contributing factor to this issue is the limited availability of teaching materials that integrate socio-scientific issues (SSI) with Islamic values, which continues to pose a challenge for educators. Methods: This study employed the ADDIE Research and Development (R&D) model, encompassing the stages of analysis, design, development, implementation, and evaluation. The effectiveness of the developed e-module was evaluated during the final stage by calculating the N-gain score. Data analysis was conducted using the SPSS software. The findings revealed that the average N-gain score in the experimental class was 0.33, compared to 0.22 in the control class. Additionally, the scientific literacy score in the experimental class was 41.88, while the control class scored 30.67 Results: The results showed an average N-gain score for the experimental class of 0.33 while the control class was 0.22. And the acquisition of scientific literacy scores in the experimental class was 41.88 while the control class was 30.67. Conclusion: These results indicate that the SSI-based e-module integrated with Islamic values has a positive effect on enhancing students’ critical thinking skills and scientific literacy.

The aim of this research was to develop digital learning media in the form of android games to improve students’ scientific literacy skills. Digital learning media are developed based on the joyful inquiry learning model for the subject matter of vibration. The validation of digital learning media was carried out by media experts, subject matter experts, science teachers, and second year students of Junior High School 1 Duduksampeyan in Gresik Regency, Indonesia. The results of expert validation showed that digital learning media is very valid with a validity rate of 84% and readability rate of 87%. The effectiveness of digital learning media in increasing students’ scientific literacy was measured by quasi experiments using two classes of second year students of Junior High School 1 Duduksampeyan in Gresik Regency, Indonesia. The class VIII-F used digital learning media with the joyful inquiry learning model and the class VIII-E used the inquiry learning model. The results of the independent sample t-test showed a significance value of 0.0012 (smaller than α = 0.05) which meant that there were significant differences between the scientific literacy abilities of the class VIII- F and the class VIII-E. The N-gain value of the class VIII-F is 0.72 and this value is greater than the N-gain value of the class VIII-E that is 0.47. These results indicate an increase in the scientific literacy ability of students in the class VIII-F is higher than that of class VIII-E students which means that the digital learning media developed are effective in increasing students’ literacy abilities.

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.

This study seeks to examine the differences between the Value Clarification Technique (VCT) model, integrated with socioscientific issues through role-playing, and the more commonly used problem-based learning model in schools. Scientific literacy among elementary school students remains low, necessitating innovative teaching approaches. The research employed a quantitative, quasi-experimental design, specifically utilizing a non-equivalent control group pretest-posttest model. The sample consisted of 71 fifth-grade students, divided into two groups: the experimental group, which received the VCT-based intervention, and the control group, which followed the standard curriculum. Data were collected through pretest and posttest assessments, and hypothesis testing was performed using paired sample t-tests and independent sample t-tests via SPSS 2022. The results indicate that the VCT model, integrated with socioscientific issues through role-playing, significantly improves students' scientific literacy, particularly their ability to explain scientific phenomena. As a critical 21st-century competency, scientific literacy enables students to analyze information, articulate scientific concepts, and draw evidence-based conclusions from data.

Abstract: The general aim of the research is to produce 4D design collaboration and group counseling using bibliocounseling techniques and to increase students' scientific literacy. The specific objectives of the research are to describe students' initial scientific literacy abilities, produce a 4D collaborative conceptual design model with group counseling using biblio-counseling techniques to increase scientific literacy and find out students' responses regarding the conceptual design of group counseling to increase scientific literacy using biblio-counseling techniques. Data collection methods through scientific literacy questionnaire instruments for students, expert validator questionnaires and student responses; interviews with guidance and counseling teachers and homeroom teachers, RPL documentation. The research respondents were 106 students who filled out the scientific literacy questionnaire, 65 students were involved in the development, three validators, one guidance and counseling teacher and the homeroom teacher. The research results showed that students' scientific literacy was generally less (35.20%) than 106 students. The results indicated five aspects of science literacy: (1) the role of science (32.78%/ 35 people) was not good; (2) scientific thinking and action 41.04% is quite good. (3) Science and Society 17.69% very less; (4) science media literacy 44.58% quite good, (5) Mathematics and science 41.51% quite good. Bibliocounseling techniques to increase scientific literacy in the form of aspirational story reading materials according to student problems. Design validation results (4.25) are good; material expert (3.85) good; media expert (3.95) is good. This means that in theory it is valid/suitable for use by student users. The results of empirical trials with individual groups of 3 people, small groups of 6 people and large groups of 26 people, group counseling using bibliocounseling techniques makes it easier and aspirational for students to increase scientific literacy. The results of 90% of students responding with 30 respondents were very good. This finding suggests that 4D collaboration and biblio-counseling technical group counseling aspire to increase scientific literacy. Key words: 4D model, scientific literacy, group counseling, bibliocounseling Abstrak: Tujuan umum penelitian untuk menghasilkan kolaborasi desain 4D dan konseling kelompok dengan teknik bibliokonseling dan untuk meningkatkan literasi sains siswa. Tujuan khusus penelitian yaitu, mendiskripsikan kemampuan awal literasi sains siswa, menghasilkan model desain konseptual kolaborasi 4D dengan konseling kelompok dengan teknik bibliokonseling meningkatkan literasi sains dan mengetahui respon siswa tentang desain konseptual konseling kelompok untuk meningkatkan literasi sains dengan teknik bibliokonseling. Metode pengumpulan data melalui Instrumen angket literasi sains untuk siswa, angket validator ahli dan respon siswa; wawancara dengan guru BK dan wali kelas, dokumentasi RPL. Responden penelitian 106 siswa mengisi angket literasi sains, 65 siswa terlibat dalam pengembangan, tiga validator, satu guru BK dan walikelas. Hasil penelitian menunjukkan literasi sains siswa secara umum kurang (35,20 %) dari 106 siswa. Hasil ditandai lima aspek lierasi sains: (1) peran sains (32,78 %/ 35 orang) kurang baik; (2) pemikiran dan tindakan ilmiah 41.04% cukup baik. (3) Sains dan Masyarakat 17,69% kurang sekali; (4) literasi media sains 44,58% cukup baik, (5) Matematika dan sains 41,51% cukup baik. Bibliokonseling teknik untuk meningkatkan lierasi sains dalam bentuk bahan bacaan cerita aspiratif sesuai masalah siswa. Hasil validasi desain (4,25) baik; ahli materi (3,85) baik; ahli media (3,95) baik. Artinya secara teori valid/layak digunakan oleh pengguna siswa. Hasil uji coba empiris dengan kelompok perorangan 3 orang, kelompok kecil 6 orang dan kelompok besar 26 orang, maka konseling kelompok dengan teknik bibliokonseling mempermudah dan mengaspirasi siswa untuk meningkatkan lierasi sains. Respon siswa dengan responden 30 orang diperoleh hasil 90 % memberikan respon baik sekali, temuan ini mengisyaratkan kolaborasi 4D dan konseling kelompok teknik bibliokonseling mengaspirasi meningkatkan literasi sains. Kata kunci: model 4D, literasi sains, konseling kelompok, bibliokonseling

The development of technology in the industrial revolution 4.0 era demands an increase in the quality of science education, especially in developing students' scientific literacy. This study aims to develop student worksheets (LKPD) based on science, technology, engineering, and mathematics (STEM) to improve students' scientific literacy in physics learning. The research method uses research and development with the analysis, design, development, implementation, evaluation (ADDIE) model. The subjects of the study were students of class XI IPA SMAN 4 Kota Langsa in the 2024/2025 academic year. The research instruments included material and media expert validation sheets, student response questionnaires, and science literacy tests. The results showed that the STEM-based LKPD developed was valid with a material expert validation score of 4.2 (very valid) and a media expert of 4.3 (very valid). The implementation of STEM-based LKPD increased students' scientific literacy with an N-gain of 0.73 (high). Student responses to LKPD showed a very positive category with a percentage of 82.6%. Based on the research results, STEM-based LKPD has proven effective in integrating science concepts with technology, engineering, and mathematics applications that are relevant to the needs of the 21st century

In learning science, it is necessary to have a learning model that can integrate scientific literacy skills. This study aimed to develop discovery learning-based module to improve students’ scientific literacy. We used R & D research that adapts the 4-D model device development procedure, namely define, design, develop, and disseminate. Product assessment was carried out after revision stage I by 3 media experts, 3 material experts, and 1 SMA YPPK Taruna Bakti teacher. To determine student responses, the product was tested for feasibility and readability on 5 X grade students of SMA YPPK Taruna Bakti through a limited trial. The product was revised and tested again through a broad trial on 16 students. The revision through experts’ comments and students’ initial responses has affected the readability, feasibility, and usability of developed Newton’s Law module. There were no students who have high scientific literacy. Students who have low scientific literacy were 13 and students who have moderate scientific literacy were 3. It can be said that the module cannot significantly improve students’ scientific literacy because of online learning environment. Keywords: Discovery learning, Modul, Newton’s Law, Scientific literacy

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.