Scientific-based Digital Storytelling to Enhance Science Literacy and Environmental Awareness in Junior High School Students

Usman Mulbar; Nasrullah; Nurul Fitriany Abbas

doi:10.30998/zbqhn729

Authors

Usman Mulbar Author
Nasrullah State University of Makassar Author
Nurul Fitriany Abbas Author

DOI:

https://doi.org/10.30998/zbqhn729

Keywords:

Digital storytelling, science literacy, environmental awareness, Successive Approximation Model

Abstract

This study explores the use of scientific-based digital storytelling to enhance science literacy and environmental awareness among junior high school students. Using a Research and Development (R&D) approach guided by the Successive Approximation Model (SAM), the media was developed and evaluated through two phases: Alpha testing using a one-group pretest-posttest design, and Beta testing using a quasi-experimental design. A total of 89 seventh-grade students from a coastal school in South Sulawesi, Indonesia, participated. The digital storytelling media, adapted from a local fable, combined narrative elements with real environmental data to engage students in observation, analysis, and reflection. Findings revealed significant improvements in students’ science literacy and environmental awareness, particularly in data interpretation and issue recognition. Although the treatment group reached the minimum passing criteria for science literacy, further pedagogical support is needed for mastery. Student and teacher responses indicated that the media was engaging, practical, and accessible through mobile devices. These results suggest that digital storytelling, when integrated with real-world content and structured pedagogy, can be a powerful tool for promoting multiliteracies and environmental responsibility. The study supports the integration of narrative-based digital media in science education to foster critical thinking and meaningful learning.

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