Smart snack module using peer learning to improve biological science literacy

Education for sustainable development (ESD) has become a focus in learning in line with demand in biology learning outcomes in the merdeka curriculum. Problem based learning (PBL) with the integration of ESD prepare students with science abilities considering the fact that students' scientific literacy in Indonesia is still very low. This research aims to develop ESD-integrated PBL learning tool as a reference that teachers can use in implementing learning with ESD approach and to determine the effectiveness of learning tool in improving students' scientific literacy. This research used ADDIE model; analysis, design, development, implementation and evaluation. The developed learning tool consists of lesson plan, worksheet and learning assessment instruments. This research instrument consists of validation questionnaire by expert validators and teachers, students’ response questionnaire, and scientific literacy questions. The results of this research showed that the developed learning tool was feasible and could be used in classroom based on the assessments of expert validators and teachers. The worksheet developed received a good response from students. Based on the n gain analysis, the application of PBL integrated ESD learning tool increases students' scientific literacy skills in the medium category

This research aims to develop interactive learning materials for reflective microteaching to cultivate the professional character of prospective teachers. The study employs a development research design using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. Expert validation indicates that the media is highly valid, with scores of 75.01 (Valid) and 80.93 (Highly Valid). The feasibility of the media was assessed by lecturers applying Virtual Reality in the classroom using a case method learning model. The instructional design utilized a pretest-posttest group design involving 30 physics students (prospective physics teachers). After implementing the media, an evaluation was conducted to measure initial and final data on science literacy and Habits of Mind, which were then statistically analyzed. The statistical results for science literacy and Habits of Mind showed that the normality test (Shapiro-Wilk) was normally distributed, and the hypothesis test (paired samples) yielded a significance value of < 0.05, leading to the acceptance of Ha (Virtual Reality media in case method learning can enhance science literacy and Habits of Mind in prospective physics teachers). Based on data analysis, it can be concluded that: 1) the Virtual Reality media is valid and suitable for use in teaching, and 2) the media in case method learning can improve science literacy and Habits of Mind in prospective physics teachers, contributing to achieving sustainable development goals.

Development of an Interactive Multimedia E-Module Based on Everyday-Life Problems to Enhance Science Literacy Competence on the Digestive System. Objectives: This research is motivated by the low level of scientific literacy among junior high school students and can have an impact on low critical thinking, motivation, and lack of awareness of scientific issues. Scientific literacy is one of the essential 21st-century skills that needs to be enhanced within the Merdeka Curriculum. This study aims to develop an e-module integrated with the Problem-Based Learning (PBL) model that is feasible, practical, and effective in improving students' scientific literacy. Methods: This research is an R&D research with ADDIE model. The research subjects involved 65 students who were divided into experimental & control classes, using random sampling techniques. Data collection was carried out through feasibility, practicality, and effectiveness tests, involving two expert lecturers, teachers, and students. Data collection techniques used PG science literacy test questions, and feasibility & practicality questionnaires which were analyzed descriptively, while effectiveness used N-Gain, Manova and effect size tests. Findings: The results of the study show that the developed interactive multimedia e-module was deemed feasible based on expert lecturer evaluations and received positive feedback from teachers. In terms of effectiveness, the improvement in students' scientific literacy achieved a high N-Gain score and a MANOVA result with a significance value greater than 0.05, while the effect size was 0.83. Conclusion: These findings indicate that the interactive multimedia e-module based on the Problem-Based Learning (PBL) model can effectively enhance students' scientific literacy. Keywords: problem based learning, e-module, science literacy.

Collaboration and science literacy skills are key indicators in the current learning era. Collaboration trains students to actively engage and make decisions together, while science literacy equips them to think critically and face the challenges of the Industrial Revolution. However, in reality, both skills remain below average among students. This gap highlights the need for an effective learning model to address the problem. Several studies have shown that the Read, Answer, Discuss, Explain, and Create (RADEC) learning model can improve these abilities through a structured and student-centered approach. The objectives of this study are to analyze the effectiveness of the RADEC learning model in improving students' science collaboration and literacy. This research used a quasi-experimental nonequivalent control group design. The sample consisted of class VIII C (experimental) and VIII D (control), selected through purposive sampling. Data were obtained from a collaboration skills questionnaire and students’ pretest and posttest scores to assess improvements in science literacy skills. The results showed that (1) the RADEC model is effective in improving students' science collaboration skills from the t-test with sig (2-tailed)-value is less than 0.05 which means that the structured RADEC model can facilitate the development of affective and cognitive aspects to create a high collaborative learning environment and (2) the RADEC model is effective in improving students' science literacy skills from the t-test with sig (2-tailed)-value is less than 0.05 which means that the RADEC model through its stages is able to build better conceptual understanding to develop students' science literacy significantly. This study concludes that the RADEC learning model is effective in improving the science collaboration skills and science literacy of junior high school students. Keywords: RADEC, science collaboration skill, science literacy.

Science literacy is a key factor in overcoming real-life problems, but it needs to be adequately trained in schools. Therefore, this study aims to analyze the effectiveness of STEM-integrated problem-based learning (STEM-PBL) in enhancing students' science literacy skills. This research is part of research and development with the ADDIE model in the implementation and evaluation stages. The implementation test used a one-group pre-test and post-test design on 58 students divided into two groups. The data collection instruments were science literacy tests and an interview questionnaire. The results showed that: (1) paired t-test results showed that there was a significant increase in students' science literacy skills in both groups; (2) independent t-test results showed that there was no significant difference in the average N-gain score of science literacy in both groups; and (3) n-gain test results for science literacy showed an increase in science literacy in both groups in high criteria. Thus, STEM-PBL is effective in enhancing students' science literacy. STEM-PBL can be the leading solution to realizing the science literacy movement in schools.

The inadequate science literacy and numeracy levels of class X students in the 2021/2022 academic year at SMA Negeri 1 Ajibarang in physics learning, particularly in the domain of renewable energy materials, can be attributed to the limited engagement of science literacy and numeracy in the available learning media. The internet's potential as a learning tool has not been maximally utilized, resulting in a suboptimal learning experience for Generation Z students. In addition, some digital platforms commonly used by teachers are still not optimal in accommodating learning due to several weaknesses, such as limited material and interactive features, as well as information that is prone to being missed during the online discussion process through chat. These problems can be solved by utilizing Nearpod-based interactive learning media. This study aims to analyze the effectiveness of the media and compare which media exploration is considered most effective in enhancing students' science literacy and numeracy. The study employed a pre-experimental approach, utilizing a pre-test and post-test design with three experimental groups. The results indicated that experimental groups A, B, and C enhanced science literacy and numeracy. The N-gain scores of these groups were classified as 'low', with N-gain scores of 0.15, 0.13, and 0.07, respectively, for experimental groups A, B, and C regarding science literacy. The numeracy literacy of experimental groups A, B, and C were 0.20, 0.18, and 0.01, respectively. The conclusion drawn from these data is that Nearpod media is effective in enhancing science literacy and numeracy in the context of renewable energy, especially in the explanation of scientific phenomena in science literacy and the utilization of concepts, facts, procedures, and reasoning in mathematics in numeracy literacy. The utilization of Nearpod in blended learning is more efficacious than its use in flipped learning and print, with an N-gain value of science literacy and numeracy. Keywords: nearpod, science literacy skills, physics numeracy literacy, renewable energy.

The limited use of effective teaching materials and learning models has hindered students' development of literacy competencies. This study aimed to develop and validate an augmented reality (AR)-based e-module integrated with the Problem-Based Learning (PBL) model to enhance students' science literacy and digital literacy. The research employed the ADDIE development model, involving validation by expert lecturers and practitioners, followed by implementation among 11th-grade students at SMA Negeri 1 Kampar Timur. The experimental design used a pretest–posttest equivalent control group design, with Class XI.5 assigned as the experimental group and Class XI.6 as the control group, via cluster random sampling. Data were collected using interviews, needs analysis questionnaires, expert validation instruments (for content and media), teacher and student practicality assessments, science literacy tests, and digital literacy questionnaires. Quantitative data were analyzed using the N-Gain and MANOVA tests to determine the e-module's effectiveness. The findings demonstrated that the AR-based e-module was valid and practical for classroom use and effectively improved students' science and digital literacy skills.

Development of Heyzine Flipbook-Based E-Modul Integrated with PhET, Kahoot, and Padlet to Support Students’ Scientific Literacy. Objectives: This study aims to develop an interactive e-module based on the Heyzine Flipbook platform, integrated with PhET simulations, Kahoot quizzes, and Padlet reflections. The module is designed to support students’ scientific literacy, particularly on the topic of work and energy. The urgency of this research stems from the low scientific literacy performance of Indonesian students in the 2022 PISA assessment, which indicated that most students remain below the basic proficiency level in understanding science. Methods: This study used a Research and Development (R&D) approach with the ADDIE model, involving 32 students at SMA Negeri 1 Lhokseumawe. A one-group pretest-posttest design was applied. Data were obtained from expert validation sheets, essay-based tests, and student questionnaires. Validity and reliability were measured using Aiken’s V and inter-rater agreement. Practicality was analyzed through student feedback using quartiles. N-gain analysis was used to determine posttest improvement after using the e-module. Findings: The developed e-module was classified as highly feasible based on expert validation, with Aiken’s V scores of 0.915 for the media aspect and 0.900 for the content aspect, and inter-rater agreement values of 0.774 (media) and 0.765 (content). In terms of practicality, the e-module received very positive responses from students, with a score of 90.07%. Furthermore, the N-gain analysis yielded a score of 0.753, which falls into the high category, indicating that the e-module contributed to improving students’ scientific literacy. Conclusion: These results indicate that the developed Heyzine Flipbook-based e-module is feasible, practical, and has the potential to support the enhancement of students’ scientific literacy in 21st-century physics education. Keywords: heyzine flipbook, e-module, science literacy, PhET simulation, kahoot, padlet.

This research is driven by the students’ scientific literacy has not been well facilitated because the teaching materials used have not optimally supported its development. The purpose of this study is to develop and analyze the validity of the problem-based learning physics module intended to facilitate students’ scientific literacy. This study employed a research and development (R&D) method to develop and validate the module. The validation process was carried out by three physics lectures from the State University of Padang (UNP) and two high school physics teachers. Expert validation was carried out to assess six component: content feasibility, presentation, graphics, language, problem-based learning steps, and scientific literacy. Based on the data analysis, the developed module obtained a Aiken’s V index of 0.89, which falls into the valid category. Therefore, it can be concluded that the problem-based learning physics module developed to facilitate high school students’ scientific literacy is valid and appropriate for use as an innovative teaching material that effectively supports the physics learning process, particularly on the topic of climate change.

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.

Science literacy is a vital competency that equips students to address the challenges of the 21st century. To foster science literacy, effective teaching materials that support active learning are essential. This study aimed to assess the design and feasibility of a Problem-Based Learning (PBL) integrated Biology Learning Activity Sheet (LKPD) with the Unity of Sciences framework to enhance science literacy skills among Grade XI science students. The research applied a Research and Development (R&D) approach using the 4D model, consisting of the stages: Define, Design, Develop, and Disseminate. The LKPD was developed based on PBL principles and integrated with the Unity of Sciences framework, utilizing the Canva application for design. Validation results showed that media validators rated the LKPD at 77% (feasible), material validators at 92% (very feasible), learning methodology validators at 96% (very feasible), Unity of Sciences integration validators at 92% (very feasible), and the science literacy validators found that 30 literacy questions were valid. Additionally, biology teachers rated the LKPD at 88% (very feasible), and student responses also indicated a rating of 88% (very feasible). Based on these findings, the PBL-based Biology LKPD integrated with Unity of Sciences to promote science literacy skills is deemed highly feasible by expert validators, biology teachers at SMA Al-Muhadjirin, and students.

Scientific literacy in Indonesia is not yet a major concern, this is proven by data from the Program for International Student Assessment (PISA) which shows that Indonesia's scientific literacy ranking is in 71st position out of 77 countries. The Problem Based Learning (PBL) model is a learning model that can improve students' scientific literacy skills in explaining problems in everyday life, including those related to acids and bases, based on scientific data. The PBL model is suitable for application in an independent curriculum. One of the problems faced by educators in the independent curriculum is a lack of understanding in compiling teaching modules. The aim of this research is to develop a teaching module based on problem-based learning integrated with scientific literacy in acid-base material. This research is research and development research with the ADDIE model (analysis, design, development, implementation, evaluation). Data collection techniques used validation tests from material experts, media experts and limited trials on 30 students. Analysis of validation data using the Aiken's formula with a V table value of 0.79. The research results show that the Vcount value ≥ Vtable, the material validation Vcount value is 0.88, while the media validation value is 0.90 so it can be declared valid. The limited trial for students obtained a percentage score of 91.18% in the "very good" category. Based on the research results, the teaching module developed was declared valid and suitable for use as a learning tool

PISA 2018 data shows that the scientific literacy of Indonesian students is still below average. Scientific literacy needs to be trained because it is a prerequisite for survival. Climate change is one of the contexts of global threats that require scientific literacy. Digital Game-Based Learning (DGBL) is interactive entertainment that includes serious learning by utilizing pedagogical digital educational games. But the development of learning media based on contextual problems integrated by Science, Technology, Engineering, and Mathematics (STEM) is still minimal. This study aims to develop and test the feasibility of DGBL based on Problem Based Learning (PBL)-STEM to stimulate students’ scientific literacy in climate change analyzing activities for junior high school students. The ADDIE model was applied in this study has 5 stages: (1) Analysis; (2) Planning; (3) Development; (4) Implementation; (5) Evaluation. The instruments used in the study are media validation questionnaires, material validation questionnaires, and DGBL readability questionnaires. Validation results by a teacher as a material expert and a lecturer as a media expert show DGBL has a feasibility percentage of 80% so that it belongs to a decent category. Readability testing by 35 students also showed that DGBL has an average readability percentage of 81% so it can be categorized very well. Therefore, DGBL based PBL integrated by STEM belongs to the category of feasible so that it can be applied to stimulate the scientific literacy of junior high school students in activities analyzing climate change in order to be followed up with product implementation practices in the classroom.

This study aimed to evaluate the effectiveness of the e-module in enhancing students’ science literacy in secondary schools within Islamic boarding school environments. The research employed an experimental design with a quantitative approach, involving the measurement of students’ science literacy through Pre Tests and Post Tests in secondary schools located in a province in Indonesia. The research sample consisted of 150 students from 5 different schools. The data was collected through science literacy tests grouped based on the indicators of scientific inquiry, problem-solving, and scientific reasoning. The application of the STEM Qur’an-based Flipbook e-Module to students’ science literacy skills was carried out over 3 sessions per week for 5 weeks. The results showed that the implementation of the STEM Qur’an-based Flipbook e-module led to a significant improvement in students’ science literacy. The average Post Test score increased from 35.3–38.9 in the Pre Test to 80.58–80.62 in the Post Test. The analysis revealed that students demonstrated excellent science literacy skills in the scientific inquiry indicator, good skills in the problem-solving indicator, and fair skills in the scientific reasoning indicator. The results of the ANOVA and Post Hoc Test revealed that there were no statistically significant differences among the tested school groups. This indicates that the STEM Qur’an-based Flipbook e-module was equally effective in enhancing students’ science literacy across all participating schools.

Objective: This study aimed to develop a Virtual Reality (VR)-based E-Book that is valid, practical, and effective in enhancing science literacy in elementary school students, specifically focused on the topic of the water cycle. Method: The research used a Research and Development (R&D) method with the 4-D model (Define, Design, Develop, Disseminate). The study was conducted with fifth-grade students at SDN Lontar II Surabaya. Data were collected through expert validation, observations of the lesson implementation, student response questionnaires, and science literacy tests. Results: The VR-based E-Book was found to be highly valid, with an average validity score of 92.5%. It was also highly practical, with a lesson implementation score of 93% and a positive student response rate of 91%. Additionally, the E-Book effectively improved science literacy, as evidenced by higher post-test scores compared to pre-test scores, with an N-gain of 0.73, indicating a high level of effectiveness. Novelty: This research introduces an innovative approach to science learning through the use of VR technology, providing an interactive and engaging way to teach complex concepts like the water cycle. The VR-based E-Book contributes to the development of technology-enhanced learning tools, offering a new media alternative for science education in elementary schools.