Enhancing Students’ Scientific Literacy Through ESD-based E-modules on Low Carbon Energy Topic
Main Article Content
Abstract
Scientific literacy is a foundational competency for addressing the 21st century challenges, especially in the context of transition to low-carbon energy systems. Sadly, there is very little curriculum coverage of sustainability and energy topica; teachers are mostly unprepared; and there are almost no good-quality local instructional materials. Therefore, this study looks into the effectiveness of an ESD-based e-module on low carbon energy topic in promoting scientific literacy among ninth-grade students in Cimahi, Indonesia. Using a quasi-experimental one-group pretes-posttest design, 28 students took part in learning activities that integrated systems thinking, collaboration, and problem-solving competencies. Scientific literacy was measured using a validated 25-item test covering competencies of explaining phenomena scientifically, scientific inquiry, and scientific data interpretation. Results showed that there was a significant increase in mean scientific literacy scores from pretest (64.75) to posttest (80.57); the moderate average N-gain was 0.45. The highest improvement was found in students' ability to seek, evaluate, and use scientific information in decision-making. The statistical analysis used confirmed that the increases were significant. The results suggest that ESD-based e-modules have the potential to bridge educational gaps by making very complex sustainability concepts simpler and fostering critical scientific competencies.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Agustya, N. E., & Jauhariyah, M. N. R. (2023). Analysis of the science literacy competency profile of high school students on limited energy sources. Kappa Journal, 7(3), 363-367.
Ardhita, I., & Khanafi, I. (2024). The role of digital tools in teaching science: A comparative study of traditional and technology-enhanced methods. International Journal of Mathematics and Science Education, 1(2), 38–44.
Astuti, H. Y., Nugroho, S. E., & Astuti, B. (2022). Effectiveness of digital heat teaching materials based on Science, Environment, Technology, Society (SETS) to improve science literacy of junior high school students. Journal of Innovative Science Education, 11(2).
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin.
Cranmer, G. A. (2017). One-group pretest–posttest design. In The SAGE encyclopedia of communication research methods. SAGE Publications, Inc.
DeWaters, J., & Powers, S. (2013). Establishing measurement criteria for an energy literacy questionnaire. The Journal of Environmental Education, 44(1), 38–55.
Dianti, P. R., & Sueb, S. (2022). Are scientific literacy and students’ environmental attitudes on ecosystem materials and environmental change correlated? BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 4(3), 320-327.
Dieni, W. E. F., Hernani, H., & Kaniawati, I. (2022). Applying the education for sustainable development approach to energy instruction design for encouraging scientific literacy of junior high school students. Jurnal Pendidikan MIPA, 23(2), 670-680.
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE—Life Sciences Education, 11(4), 364–377.
Gutwill, J. P., & Allen, S. (2012). Deepening students’ scientific inquiry skills during a science museum field trip. Journal of the Learning Sciences, 21(1), 130–181.
Hudha, M. N., Hamidah, I., Permanasari, A., & Abdullah, A. G. (2021). How low-carbon issues are addressed in primary school textbooks. Jurnal Pendidikan IPA Indonesia, 10(2), 260–269.
IESR. (2022). In 2022, Indonesia needs to strive in pursuing energy transition ecosystem readiness. [Report]. https://iesr.or.id
Kilag, O. K., Lisao, C., Lastimoso, J., Villa, F. L., & Miñoza, C. A. (2023). Bildung-oriented science education: A critical review of different visions of scientific literacy. Excellencia: International Multi-disciplinary Journal of Education, 1(4), 115-127.
Mahat, H., & Idrus, S. (2016). Education for sustainable development in Malaysia: A study of teacher and student awareness. Geografia: Malaysian Journal of Society and Space, 12(2), 85–96.
Najwa, H. A., & Suhartini. (2023). Development of e-module integrated with education for sustainable development (ESD) on environmental change material. Jurnal Penelitian Pendidikan IPA, 9(12), 12130–12138.
Nik Abdul Majid, N. A. M., Osman, K., & Tan, S. Y. (2025). Integrating energy literacy into science education: A comprehensive systematic review. International Journal of Evaluation and Research in Education (IJERE), 14(2), 1253–1263.
Nkaizirwa, J. P., Nsanganwimana, F., & Aurah, C. M. (2021). Reexamining the measurement of pro-environmental attitudes and behaviors to promote sustainable development: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 17(9).
Nurhayati, N., Jaenudin, D., & Sukmanasa, E. (2025). Development of e-modules based on local wisdom on ecosystem material to increase scientific literacy. Al-Ishlah: Jurnal Pendidikan, 17(1), 1286-1299.
Nurramadhani, A., Riandi, R., Permanasari, A., & Suwarma, I. R. (2024). How does low-carbon education develop in Indonesia? Bibliometric analysis. Pedagonal: Jurnal Ilmiah Pendidikan, 8(2), 177–187.
OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing.
OECD. (2023a). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing.
OECD. (2023b). PISA 2025 science framework (Draft).
Pambudi, N. A., Yuniar, W., Ulfa, D. K., Nanda, I. R., & Widiastuti, I. (2024). Assessing the readability of renewable energy education material from geothermal resources in vocational high school textbooks: A case study in Indonesia. Journal of Sustainable Development of Energy, Water and Environment Systems, 12(3), 1-28.
Peng, Y., Zhao, F., & Zheng, Y. (2025). Promoting equitable and high-quality STEM education in China from an ecological perspective. Disciplinary and Interdisciplinary Science Education Research, 7(1), 1-10.
Prasetyo, D., Marianti, A., & Alimah, S. (2021). Improvement of students’ science literacy skills using STEM-based e-modules. Journal of Innovative Science Education, 10(2), 216–221.
Pratiwi, H. Y., Aji, S. D., Hakim, A. R., Sundaygara, C., Gurtin, A., & Hudha, M. N. (2023). E-module of physics science integrated with sustainable development goals to enhance students’ environmental literacy. Jurnal Ilmiah Pendidikan Fisika, 7(1), 128-136.
Putri, F. S. D., Sujana, A., Kirana, C. R., & Istiqomah. (2025). Systematic literature review: Feasibility of using the e-modules in ESD-based science learning in elementary school. International Conference on Elementary Education, 7(1), 259–269.
Rhoudatul, A., Asrizal, A., & Werina, W. (2023). Application of physics e-learning material integrated social-scientific issue context to improve students’ scientific literacy skills. Journal of Innovative Physics Teaching, 1(1), 29–39.
Ruswanto, & Atmojo, S. E. (2023). SETS (Science, Environment, Technology, and Society) based disaster learning on elementary school students’ disaster literacy and resilience. International Journal of Elementary Education, 7(4), 576–585.
Sovacool, B. K., & Griffiths, S. (2020). Culture and low-carbon energy transitions. Nature Sustainability, 3(9), 685–693.
Suprianti, D., Munzil, M., Hadi, S., & Dasna, I. W. (2021). Guided inquiry model assisted with interactive multimedia influences science literacy and science learning outcomes. Jurnal Ilmiah Sekolah Dasar, 5(3), 415–423.
Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), Psychology of learning and motivation (Vol. 55, pp. 37–76). Academic Press.
Tsui, C., & Treagust, D. (2010). Evaluating secondary students’ scientific reasoning in genetics using a two‐tier diagnostic instrument. International Journal of Science Education, 32(8), 1073–1098.
UNESCO. (2020). Education for sustainable development: ESD for 2030 framework. UNESCO Publishing.
Vilmala, B. K., Karniawati, I., Suhandi, A., Permanasari, A., & Khumalo, M. (2022). A Literature review of education for sustainable development (ESD) in science learning: What, why, and how. Journal of Natural Science and Integration, 5(1), 35.
Widodo, W., Purwanto, H., Sholihat, N., Jehloh, N., & Suryanti, S. (2024). Development of integrated interactive modules education for sustainable development (ESD) global warming material junior high school Muhammadiyah Pekanbaru. Biosfer: Jurnal Tadris Biologi, 14(2), 141–150.
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218.
Yore, L. D., Pimm, D., & Tuan, H.-L. (2007). The literacy component of mathematical and scientific literacy. International Journal of Science and Mathematics Education, 5(4), 559–589.
Yuliyanto, E., Masitoh, S., & Sumarno, A. (2024). Education of carbon footprint and energy efficiency in higher education: Insights from a bibliometric. In Proceedings of the 2nd Lawang Sewu International Symposium on Humanities and Social Sciences 2023 (LEWIS HUSO 2023), 163–188. Atlantis Press.