Promoting Scientific Literacy for Sustainable Development Through SCRIBO Web-Based Learning on Ecosystems and Environmental Change
DOI:
https://doi.org/10.15294/jpii.v15i3.46455Keywords:
scientific literacy, SCRIBO, web-learning, environment, ecosystem, technology, biologyAbstract
Digital learning platforms have been widely implemented in science education; however, limited empirical evidence explains how specific web-based platforms support measurable scientific literacy competencies in learning about ecosystems and environmental change. Students require structured learning experiences to interpret environmental data, evaluate scientific evidence, and connect biological concepts with real-world environmental problems. Therefore, this study examined changes in students' scientific literacy after implementing SCRIBO web-based learning on ecosystem and environmental change topics. This study employed a quantitative approach with a one-group pretest–posttest design involving 80 tenth-grade students from two classes. Scientific literacy was measured with a test developed from scientific literacy indicators, while observations and student interviews provided supporting data on students' learning experiences. Instrument validity and reliability were examined using Pearson's Product-Moment correlation and Cronbach's Alpha, respectively. Quantitative data were analyzed using the Shapiro–Wilk normality test, paired-samples t-test, Cohen's d, and normalized gain (N-Gain). The results showed that the mean scientific literacy score increased from pretest to posttest, with a statistically significant difference. The within-group standardized change was large, while the N-Gain score indicated moderate improvement. Observation and interview findings also indicated that SCRIBO supported students in reading scientific texts, interpreting environmental data, evaluating evidence, and constructing evidence-based responses. The implementation of SCRIBO web-based learning was followed by higher scientific literacy scores in ecosystem and environmental change learning and showed potential to support students' scientific reasoning through structured digital learning activities. However, because this study used a one-group pretest–posttest design without a control group, the findings reflect within-group changes rather than definitive evidence of causal effectiveness. Further studies with comparison groups and broader samples are needed to strengthen evidence of SCRIBO's effectiveness in science learning.
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