Bridging Scientific Literacy and Action Competency through Socio-Scientific Issues-Based Science E-Modules: A Systematic Literature Review

Adhitya Chandra Permana; Muhammad Syaipul Hayat; Mega Novita

doi:10.30998/p91a4737

Authors

Adhitya Chandra Permana Universitas PGRI Semarang Author
Muhammad Syaipul Hayat Universitas PGRI Semarang Author
Mega Novita Universitas PGRI Semarang Author

DOI:

https://doi.org/10.30998/p91a4737

Keywords:

Action competency; e-modules; local wisdom; scientific literacy; socio-scientific issues

Abstract

The integration of technology in science and biology education is rapidly evolving, yet its effectiveness in transforming ecological knowledge into concrete conservation action remains a critical pedagogical challenge. This study aims to analyze the development trends, methodological quality, and effectiveness of Socio-Scientific Issues (SSI)-based science E-modules in enhancing scientific literacy and action competence. The research method employed a Systematic Literature Review (SLR) adhering to the PRISMA 2020 protocol, examining 45 selected articles from Scopus, Web of Science, and Sinta databases (2019–2025). Bibliometric analysis revealed a significant post-pandemic increase in publication trends, though unevenly distributed with a dominance of Senior High School research and a scarcity of Junior High School studies. This disparity implies that current E-module designs cannot be universally applied across educational levels; rather, Junior High School students require specifically scaffolded pedagogical designs tailored to their cognitive development. Data synthesis findings indicated that while E-modules are highly effective in improving cognitive scientific literacy, particularly in visualizing complex biological phenomena, there is significant stagnation in fostering environmental action competence (Knowledge-Behavior Gap). In-depth analysis revealed that the dominance of abstract global environmental issues creates a "psychological distance" that hinders student agency. Conversely, the integration of local biodiversity contexts and ethnoscience proved to be a critical variable in bridging this gap by fostering place attachment. This study recommends a reorientation towards developing digital learning materials based on local bio-ecological potential, particularly targeting the underserved Junior High School demographic, to cultivate an environmentally action-competent generation.

Downloads

Download data is not yet available.

References

Agustin, I. Y., Suprihatiningrum, J., Kamaludin, A., & Pusfitasari, D. V. (2025). Socio-Scientific Issues-Based E-Module using Liveworksheets to Enhance Students’ Scientific Literacy on Acid-Base Topics. Journal of Innovation in Educational and Cultural Research, 6(3), 582–591. https://doi.org/10.46843/jiecr.v6i3.2320

Akhnah, A. M., & Subiantoro, A. W. (2025). Troso e-module based on SSI to enhance students’ reasoning thinking dimensions and environmental literacy. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(2), 706–715. https://doi.org/10.22219/jpbi.v11i2.39892

Amalia, G., Ellianawati, E., & Alimah, S. (2024). The Effectiveness of an E-Module Based on Socio-Scientific Issues to Improve Critical Thinking. Unnes Science Education Journal, 13(2), 53–60. https://doi.org/10.15294/usej.v13i1. 4169

Amanda, D., Fajrina, S., Razak, A., & Darussyamsu, R. (2025). Development of a SETS-based e-module to enhance critical thinking skills on environmental change. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(3), 859–873. https://doi.org/10.22219/jpbi.v11i3.41221

Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241(July 2019), 108224. https://doi.org/10.1016/j.biocon.2019.108224

Arizen, A., & Suhartini, S. (2020). Mobile learning student worksheet based on socio-scientific-issues: Enhancing students’ scientific literacy skills in biology. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(1), 15–24. https://doi.org/10.22219/jpbi.v6i1.11196

Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: defending and extending “science-in-context.” Cultural Studies of Science Education, 15(3), 825–851. https://doi.org/10.1007/s11422-019-09962-7

Braun, T., & Dierkes, P. (2017). Connecting students to nature – how intensity of nature experience and student age influence the success of outdoor education programs. Environmental Education Research, 23(7), 937–949. https://doi.org/10.1080/13504622.2016.1214866

Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2(3), 619–642. https://doi.org/https://doi.org/10.1002/pan3.10128

Chen, S.-Y., & Liu, S.-Y. (2020). Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research. Sustainability, 12(4), 1374. https://doi.org/10.3390/su12041374

Deamita, C. E., Fitriyati, U., & Susilo, H. (2024). Development of Ecosystem E-Module Based on Socio-scientific Problems Assisted by Quick Response Code (Qr Code) to Enhance Scientific Literacy of Class X Students in SMAN 1 Kepanjen (Issue ICoMSE). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-275-0_3

Dewi, I. N., Utami, S. D., Effendi, I., Ramdani, A., & Rohyani, I. S. (2020). The Effectiveness of Biology Learning-Local Genius Program of Mount Rinjani Area to Improve the Generic Skills. International Journal of Instruction, 14(1), 265–282. https://doi.org/10.29333/IJI.2021.14116A

Eyring, V., Gillett, N. P., Rao, K. M. A., Barimalala, R., Parrillo, M. B., Bellouin, N., Cassous, C., Durack, P. J., Kosaka, Y., McGregor, S., Min, S.-K., Morgenstern, O., & Sun, Y. (2021). Human Influence on the Climate System. In V. Masson-Delmotte, P. Zhai, A. Pirani, S. L. Connors, C. Péan, S. Berger, N. Caud, Y. Chen, L. Goldfarb, M. I. Gomis, H. Huang, K. Leitzell, E. Lonnoy, J. B. R. Matthews, T. K. Maycock, T. Waterfield, O. Yelekçi, R. Yu, & B. Zhou (Eds.), Climate Change 2021: The Physical Science Basis. Working Group I Contribution to the IPCC Sixth Assessment Report (pp. 423–552). Cambridge University Press. https://doi.org/10.1017/9781009157896.005

Fadha, G. S., Purwianingsih, W., & Solihat, R. (2023). Use of E-Modules Based on Socio-Scientific Issues in Efforts to Improve Argumentation and Decision-Making Skills of High School Students. Jurnal Penelitian Pendidikan IPA, 9(9), 7591–7598. https://doi.org/10.29303/jppipa.v9i9.3507

Fatimah, S., Rahayu, Y. S., & Raharjo. (2025). The Effectiveness of Problem-Based Learning Based on Socio-Scientific Issues on Students ’ Critical Thinking: A Systematic Literature Review. Jurnal Eduscience, 12(6), 1792–1808. https://doi.org/10.36987/jes.v12i6.8188

Fita, M. N., Jatmiko, B., & Sudibyo, E. (2021). The Effectiveness of Problem Based Learning (PBL) Based Socioscientific Issue (SSI) to Improve Critical Thinking Skills. Studies in Learning and Teaching, 2(3), 1–9. https://doi.org/10.46627/silet.v2i3.71

Fowler, S. R., Zeidler, D. L., & Sadler, T. D. (2019). Moral sensitivity in the context of socioscientific issues in high school science students. International Journal of Science Education, 31(2), 279–296. https://doi.org/10.1080/09500690701787909

Genisa, M. U., Subali, B., Djukri, Agussalim, A., & Habibi, H. (2020). Socio-scientific issues implementation as science learning material. International Journal of Evaluation and Research in Education, 9(2), 311–317. https://doi.org/10.11591/ijere.v9i2.20530

Hadjichambis, A. C., & Paraskeva-Hadjichambi, D. (2020). Environmental Citizenship Questionnaire (ECQ): The Development and Validation of an Evaluation Instrument for Secondary School Students. In Sustainability (Vol. 12, Issue 3, p. 821). https://doi.org/10.3390/su12030821

Hardin, A. R., Hindriana, A. F., & Abidin, Z. (2025). Development of E-Module Based on Socio Scientific Issues Integrated with Islamic Values to Improve Critical Thinking Skills and Scientific Literacy in Biotechnology Material. Report of Biological Education, 6(1), 49–55. https://doi.org/10.37150/ffgafh96

Herman, B. C., Clough, M. P., & Rao, A. (2022). Socioscientific issues thinking and action in the midst of science-in-the-making. Science & Education, 31(5), 1105–1139. https://doi.org/10.1007/s11191-021-00306-y

Hsu, Y., & Lin, S. (2017). Prompting students to make socioscientific decisions : embedding metacognitive guidance in an e-learning environment Prompting students to make socioscientific decisions : International Journal of Science Education, 39(7), 964–979. https://doi.org/10.1080/09500693.2017.1312036

Irawan, N. I., Ni’mah, A. M. B., & Istiyono, E. (2025). Instrument Development : Problem Solving , Independence , and Communication Skills , integrated with Bakpia Making in the Material on Quantity and Measurement. Formatif: Jurnal Ilmiah Pendidikan MIPA, 15(2), 1–18. https://doi.org/10.30998/1r4awm79

Irwansyah, F. S., Lubab, I., Farida, I., & Ramdhani, M. A. (2017). Designing Interactive Electronic Module in Chemistry Lessons. Journal of Physics: Conference Series, 895(1), 12009. https://doi.org/10.1088/1742-6596/895/1/012009

Islami, N. P., & Setiawan, A. M. (2025). Development of Disaster Mitigation Interactive E-Modules Based on Socio-Scientific Issues (SSI) to Facilitate Junior High School Students’ Science Literacy. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 13(3), 602–618. https://doi.org/10.33394/j-ps.v13i3.14384

Izzah, N., Anggraito, Y. U., & Ridlo, S. (2022). The Effectiveness of Socio-scientific Issues-Based Learning and Digital Literacy to Build Critical Thinking Skills for Students of Senior High School. Journal of Innovative Science Education, 11(3), 305–313. https://doi.org/10.15294/jise.v10i1.55319

Jones, C., Hine, D. W., & Marks, A. D. G. (2017). The Future is Now: Reducing Psychological Distance to Increase Public Engagement with Climate Change. Risk Analysis : An Official Publication of the Society for Risk Analysis, 37(2), 331–341. https://doi.org/10.1111/risa.12601

Karahan, E., & Roehrig, G. (2017). Secondary School Students’ Understanding of Science and Their Socioscientific Reasoning. Research in Science Education, 47(4), 755–782. https://doi.org/10.1007/s11165-016-9527-9

Khery, Y., Dewi, C. A., & Erna, M. (2019). An ethnoscience study in chemistry learning to develop scientific literacy. Jurnal Pendidikan IPA Indonesia, 8(2), 279–287. https://doi.org/10.15294/jpii.v8i2.19261

Kinslow, A. T., Sadler, T. D., & Nguyen, H. T. (2019). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 25(3), 388–410. https://doi.org/10.1080/13504622.2018.1442418

Kurniasih, S., Utami, A. D., & Pursitasari, I. D. (2023). Development of Global Warming E-Module Based on Socio Scientific Issues ( SSI ) to Improve Students ’ Critical Thinking Skills and Sustainability Awareness. Jurnal Penelitian Pendidikan IPA, 9, 224–232. https://doi.org/10.29303/jppipa.v9iSpecialIssue.6008

Kusumaningsih, N. K. H., Pujani, N. M., & Tika, I. N. (2025). The effectiveness of SSI-loaded science e-modules with PBL models to improve critical thinking skills and scientific literacy of junior high school students [in Indonesian]. Jurnal Penelitian Pendidikan IPA, 11(8), 977–988. https://doi.org/10.29303/jppipa.v11i8.12300

Kusumasari, A., Suryawati, E., & Anwar, L. (2024). Development of SSIBL e-modules on ecology and biodiversity materials to improve critical thinking and motivation. Research and Development in Education (RaDEn), 4(2), 1066–1082. https://doi.org/10.22219/raden.v4i2.33775

Lange, F., & Dewitte, S. (2019). Measuring pro-environmental behavior: Review and recommendations. Journal of Environmental Psychology, 63, 92–100. https://doi.org/https://doi.org/10.1016/j.jenvp.2019.04.009

Lestari, A. D., Suwono, H., & Prabaningtyas, S. (2025). By-Clime : Development of PBL-SSI-based e- module on climate change to enhance SA and ITS of upper secondary students. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(3), 1075–1085. https://doi.org/10.22219/jpbi.v11i3.41934

Magtibay, R. G. (2024). Socio-scientific issues-based electronic-learning material reveals a high incorporation of lifelong learning, ethical, and sustainability issues. Journal of Pedagogical Research, 8(4), 220–234. https://doi.org/10.33902/JPR.202427454

Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197

Mulbar, U., Nasrullah, & Abbas, N. F. (2025). Scientific-based Digital Storytelling to Enhance Science Literacy and Environmental Awareness in Junior High School Students. Formatif: Jurnal Ilmiah Pendidikan MIPA, 15(2), 47–58. https://doi.org/10.30998/hvdtcy06

Muntari, M., Rahmayanti, B. F., & Andayani, Y. (2024). Effectiveness of Socio-Scientific Issue (SSI) Based Science E-Modules to Increase Students’ Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 10(4), 1901–1906. https://doi.org/10.29303/jppipa.v10i4.525

Normawati, E., Indana, S., & Purnomo, T. (2022). The Effectiveness of Socio-Scientific Isues-Based Electronic Student Worksheet To Improve Critical Thinking Skills for Class VII Students. Jurnal Penelitian Pendidikan IPA, 7(2), 60–66. https://doi.org/10.26740/jppipa.v7n2.p60-66

OECD. (2019). PISA 2018 Assessment and Analytical Framework (PISA). OECD Publishing. https://doi.org/10.1787/b25efab8-en

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., & Brennan, S. E. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(n71), 1–9. https://doi.org/10.1136/bmj.n71

Parmin, P., & Fibriana, F. (2019). Prospective teachers’ scientific literacy through ethnoscience learning integrated with the indigenous knowledge of people in the frontier, outermost, and least developed regions. Jurnal Penelitian Dan Pembelajaran IPA, 5(2), 142–154. https://doi.org/10.30870/jppi.v5i2.6257

Peel, A., Zangori, L., Friedrichsen, P., Hayes, E., & Sadler, T. (2019). Students’ model-based explanations about natural selection and antibiotic resistance through socio-scientific issues-based learning. International Journal of Science Education, 41(4), 510–532. https://doi.org/10.1080/09500693.2018.1564084

Permana, A. C., Hayat, M. S., & Novita, M. (2026). Unveiling the Knowing-Doing Gap in River Ecosystem SSI : Profiling Students ’ Scientific Literacy and Action Competency. Bio-Inoved: Jurnal Biologi-Inovasi Pendidikan, 8(1), 1–10. https://doi.org/10.20527/bino.v8i1

Puspitarini, B. I., Widodo, W., & Suprapto, N. (2025). Development of an Interactive Module Based on Socio-Scientific Issues (SSI) to Improve Students’ Scientific Literacy. International Journal of Emerging Research and Review, 3(3), 000120. https://doi.org/10.56707/ijoerar.v3i3.120

Rahayu, S. (2023). Transforming Learning Environments with Information Technology: Trends and Best Practices. Bulletin of Science Education, 3(3), 209. https://doi.org/10.51278/bse.v3i3.821

Rahmawati, Y., Ridwan, A., Cahyana, U., & Febriana, D. (2020). The Integration of Culturally Responsive Transformative Teaching to Enhance Student Cultural Identity in the Chemistry Classroom. Universal Journal of Educational Research, 8(2), 468–476. https://doi.org/10.13189/ujer.2020.080218

Räsänen, A., Sarkki, S., Haanpää, O., Isolahti, M., Kekkonen, H., Kikuchi, K., Koukkari, V., Kärkkäinen, K., Miettinen, J., Mäntymaa, E., Nieminen, M., Rahkila, R., Ruohonen, A., Sarkkola, S., Välimäki, M., Yliperttula, K., & Heikkinen, H. I. (2024). Bridging the knowledge-action gap: A framework for co-producing actionable knowledge. Environmental Science and Policy, 162(103929), 1–15. https://doi.org/10.1016/j.envsci.2024.103929

Rasyih, H., Noer, A. M., & Rasmiwetti, R. (2024). Development of an E-Module Based on Social Scientific Issues (SSI) to Improve Critical Thinking and Environmental Care Skills on Green Chemistry Material Using the Fliphtml5 application. Jurnal Penelitian Pendidikan IPA, 10(8), 6059–6069. https://doi.org/10.29303/jppipa.v10i8.8102

Redman, A., & Wiek, A. (2021). Competencies for Advancing Transformations Towards Sustainability. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.785163

Sadler, T. D., Romine, W. L., & Topçu, M. S. (2016). Learning science content through socio-scientific issues-based instruction: A multi-level assessment study. International Journal of Science Education, 38(10), 1622–1635. https://doi.org/10.1080/09500693.2016.1204481

Sari, D. R., Saputro, S., & Sajidan, S. (2025). A Systematic Review on Integrating SSI into Science Education: Its Impact on 21st Century Skills (2014-2024). Educational Studies and Research Journal, 2(1), 1–14. https://doi.org/10.60036/sa6n0870

Sass, W., Boeve-de Pauw, J., Olsson, D., Gericke, N., De Maeyer, S., & Van Petegem, P. (2020). Redefining action competence: The case of sustainable development. The Journal of Environmental Education, 51(4), 292–305. https://doi.org/10.1080/00958964.2020.1765132

Shin, Y.-J., Park, H., & Seo, H.-A. (2023). The Influence of A Project-Based Club Program On Middle School Students’ Action Competency in Responding To Climate Change. In V. Lamanauskas (Ed.), Proceedings of the 5th International Baltic Symposium on Science and Technology Education, BalticSTE2023 (pp. 233–245). Scientia Socialis Press. https://doi.org/10.33225/BalticSTE/2023.233

Siddiq, M. N., Supriatno, B., & Saefudin, S. (2020). The effect of problem-based learning on junior high school students’ environmental literacy in environmental pollution material [in Indonesian]. Assimilation: Indonesian Journal of Biology Education, 3(1), 18–24. https://doi.org/10.17509/aijbe.v3i1.23369

Silvia, R. M., Hertanti, E., & Suryadi, A. (2024). Development of E-Modules Based on Socio-Scientific Issues to Improve Students’ Science Literacy Skills on Temperature and Heat Materials. Jurnal Penelitian Pembelajaran Fisika, 15(4), 425–433. https://doi.org/10.26877/jp2f.v15i4.1141

Sinakou, E., Donche, V., Pauw, J. B., & Petegem, P. Van. (2019). Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework. Sustainability, 11(21), 5994. https://doi.org/10.3390/su11215994

Sobach, N. V., Marpaung, R. R. T., Maulina, D., & Yolida, B. (2023). The effect of project-based learning model assisted by interactive digital modules on scientific literacy in biotechnology topic in in 9th grade of junior high school. Assimilation: Indonesian Journal of Biology Education, 6(2), 133–140. https://doi.org/10.17509/aijbe.v6i2.61482

Suastrawan, K. E., Suardana, I. N., & Sudiatmika, A. A. I. A. R. (2021). The Effectiveness of Science E-Modules for Class VII Junior High Schools Based on Socioscientific Issues to Improve Students’ Critical Thinking Skills. Journal of Science Education Research, 5(2), 1–9. https://doi.org/10.21831/jser.v5i2.42877

Sugrah, N., Suyanta, & Wiyarsi, A. (2023). Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom. Lumat, 11(1), 140–165. https://doi.org/10.31129/LUMAT.11.1.1856

Sumarni, W., & Kadarwati, S. (2020). Ethno-stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11–21. https://doi.org/10.15294/jpii.v9i1.21754

Susanti, D., & Kim, C. (2020). Ethno-pedagogy with traditional ecological knowledge: Application with Indonesian pre-service teachers and implications for environmental education. Korean Journal of Environmental Education, 33(2), 129–140. https://doi.org/10.17965/kjee.2020.33.2.129

Suwono, H., Rofi’Ah, N. L., Saefi, M., & Fachrunnisa, R. (2023). Interactive socio-scientific inquiry for promoting scientific literacy, enhancing biological knowledge, and developing critical thinking. Journal of Biological Education, 57(5), 944–959. https://doi.org/10.1080/00219266.2021.2006270

Tidemand, S., & Nielsen, J. A. (2017). The role of socioscientific issues in biology teaching: from the perspective of teachers. International Journal of Science Education, 39(1), 44–61. https://doi.org/10.1080/09500693.2016.1264644

Torsdottir, A. E., Olsson, D., & Sinnes, A. T. (2024). Developing action competence for sustainability – Do school experiences in influencing society matter? Global Environmental Change, 86, 102840. https://doi.org/https://doi.org/10.1016/j.gloenvcha.2024.102840

Ulliva, S. R., & Prodjosantoso, A. K. (2025). Development of student worksheets based on socio-scientific issues: Its influence on chemical literacy and students’ scientific attitudes. Indonesian Journal of Educational Development (IJED), 6(1), 451–464. https://doi.org/10.59672/ijed.v6i2.4760

Utami, N. H., Kapsul, K., Putra, A. P., & Jannah, J. (2023). Validity analysis of digital module based on generic science skills on environmental pollution topic for 10th grade students. Assimilation: Indonesian Journal of Biology Education, 6(1), 1–8. https://doi.org/10.17509/aijbe.v6i1.55318

Wahyuni, S., Rizki, L. K., Budiarso, A. S., Putra, P. D. A., & Narulita, E. (2021). The Development of E-Student Worksheet on Environmental Pollution to Improve Critical Thinking Skills of Junior High School Students. Jurnal Penelitian Pendidikan IPA, 7(4), 723–728. https://doi.org/10.29303/jppipa.v7i4.870

Widodo, W., Sudibyo, E., Suryanti, Sari, D. A. P., Inzanah, & Setiawan, B. (2020). The effectiveness of gadget-based interactive multimedia in improving generation z’s scientific literacy. Jurnal Pendidikan IPA Indonesia, 9(2), 248–256. https://doi.org/10.15294/jpii.v9i2.23208

Widyastuti, M. P., Safitri, E. R., & Desi, D. (2025). Exploration of Socio-Scientific Issues Learning Media for Science Literacy through Hypercontent E-Module. Journal of Innovation and Research in Primary Education, 4(4), 3842–3858. https://doi.org/10.56916/jirpe.v4i4.2540

Yemini, M., Engel, L., & Ben Simon, A. (2025). Place-based education–a systematic review of literature. Educational Review, 77(2), 640–660. https://doi.org/10.1080/00131911.2023.2177260

Zahrani, U., Hadiansah, H., & Yuliawati, A. (2024). Improvement of students’ environmental literacy through the use of Socio-Scientific Issues-based e-modules on environmental change materials [in Indonesian]. Semantik: Jurnal Riset Ilmu Pendidikan, Bahasa Dan Budaya, 2(4), 38–44. https://doi.org/10.61132/semantik.v2i4.992

Zeidler, D. L., Herman, B. C., & Sadler, T. D. (2019). New directions in socioscientific issues research. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–9. https://doi.org/10.1186/s43031-019-0008-7