.png)
.png)
Advancing science literacy on viruses through PBL-SETS with interactive multimedia: Effectiveness and students’ voices
Abstract
This research is necessary because it explores integrated learning to enhance science literacy by engaging students with virus-related materials and prepares students to face future pandemics. This study aims to analyze the effectiveness of multimedia-assisted PBL-SETS in improving students' science literacy about viruses. This study is a quasi-experiment using a one-group pretest-posttest design. The subjects of this study were 40 tenth-grade students at a high school in East Java. This research used a descriptive quantitative methodology that utilised a pre-experimental pretest-posttest design with one group of forty students of class X at a high school in East Java. The PISA 2025 framework was used to develop science literacy tests, while questionnaires assessed students' responses to interactive media. Quantitative and qualitative descriptive analyses were used to analyze the data. The results of the study show that: (1) students' science literacy skills, which were initially 97.5% in the low/very low category, became 47% in the good/very good category; (2) the level of improvement in students' science literacy skills was in the moderate category (n-gain = 0.628); and (3) students' responses to learning were in the good and very good categories. It was concluded that the use of PBL-SETS, supported by interactive multimedia, was effective in improving students' science literacy in the subject of viruses. Further research is recommended in the form of a quasi-experimental study with a larger, more diverse sample and by integrating local wisdom into the development of interactive multimedia.
Abstrak. Penelitian ini penting karena mengeksplorasi pembelajaran terpadu untuk melatihkan literasi sains pada materi virus yang lebih menyenangkan dan mempersiapkan siswa untuk menghadapi pandemi di masa depan. Penelitian ini bertujuan untuk menganalisis efektivitas PBL-SETS berbantuan multimedia interaktif untuk meningkatkan literasi sains siswa pada materi virus. Penelitian ini termasuk quasi-eksperimen dengan menggunakan one-group pretest-posttest design. Subyek penelitian adalah 40 siswa kelas X di sebuah SMA di Jawa Timur. Kerangka kerja PISA 2025 digunakan untuk mengembangkan instrumen tes literasi sains, sedangkan kuesioner menilai tanggapan siswa terhadap media interaktif. Analisis deskriptif kuantitatif dan kualitatif digunakan untuk menganalisis data yang didapat. Hasil penelitian menunjukkan bahwa: (1) kemampuan literasi sains siswa yang awalnya 97,5% dalam kategori rendah/sangat rendah menjadi 47% dalam kategori baik/sangat baik; (2) level peningkatan kemampuan literasi sains siswa dalam kategori sedang (n-gain = 0.628); dan (3) respons siswa terhadap pembelajaran dalam kategori baik dan sangat baik. Diperoleh simpulan bahwa penerapan PBL-SETS berbantuan multimedia interaktif adalah efektif untuk meningkatkan kemampuan literasi sains siswa pada materi virus. Penelitian selanjutnya direkomendasikan penelitian kuasi-eksperimen dengan lebih banyak sampel dan beragam.
Keywords
Full Text:
PDFReferences
Abdelouahed, M., Yateem, D., Amzil, C., Aribi, I., Abdelwahed, E. H., & Fredericks, S. (2025). Integrating artificial intelligence into public health education and healthcare: insights from the COVID-19 and monkeypox crises for future pandemic readiness. Frontiers in Education, 10(1), 1-24. DOI: http://dx.doi.org/10.3389/feduc.2025.1518909
Abdulah, A., Mustadi, A., & Fitriani, W. (2021). PBL-based interactive multimedia in improving critical thinking skills. Jurnal Pendidikan Indonesia, 10(1), 136-144. DOI: http://dx.doi.org/10.23887/jpi-undiksha.v10i1.25521
Acut, D., & Antonio, R. (2023). Effectiveness of science-technology-society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis. Journal of Technology and Science Education, 13(3), 718-739. DOI: http://dx.doi.org/10.3926/jotse.2151
Ahmad, M. S., Rahayu, Y. S., & Sukarmin, S. (2023). Training scientific literacy skills through inquiry learning with chemcollective's virtual laboratory on chemical equilibrium. Jurnal Penelitian Pendidikan Sains, 12(2), 155-175. DOI: http://dx.doi.org/10.26740/jpps.v12n2.p155-175
Ainyn, Q., & Dwiningsih, K. (2022). Interactive multimedia by stimulating visual-spatial intelligence trial. 5(1), 34. . Thabiea Journal of Natural Science Teaching,, 5(1), 34-44. DOI: http://dx.doi.org/10.21043/thabiea.v5i1.9820
Al-Otaibi, N. A. (2025). The effect of using OE3R strategy supported by e-learning environment in developing deep understanding and thinking Dispositions Among Middle School. International Journal of Distance Education Technologies, 23(1), 1-27. DOI: http://dx.doi.org/10.4018/ijdet.383052
Alghamdi, A. A. (2021). Impact of the COVID-19 pandemic on the social and educational aspects of Saudi university students' lives. PLoS One, 16(4), 1-18. DOI: http://dx.doi.org/10.1371/journal.pone.0250026
Apriliyani, P., Susantini, E., & Yuliani, Y. (2023). Validity of science literacy on the respiratory system in Indonesia’s merdeka curriculum. International Journal of Recent Educational Research, 4(2), 163-175. DOI: http://dx.doi.org/10.46245/ijorer.v4i2.297
Asrizal, A., N, A., Ahzari, S., & Helma, H. (2025). Interactive multimedia sound and light waves integrated STEM to develop concept understanding and literacy skills of students. Journal of Turkish Science Education, 22(1), 18-32. DOI: http://dx.doi.org/10.36681/tused.2025.002
Asyhari, A., & Sifa’i, M. (2021). Problem-based learning to improve problem-solving skill: is it effective enough? Indonesian Journal of Science and Mathematics Education, 4(1), 78-88. DOI: http://dx.doi.org/10.24042/ijsme.v4i1.8674
Atmojo, S. E., & Wardana, A. K. (2025). The Impact of sets-based science learning assisted by IT media on science literacy and digital literacy. Jurnal Cakrawala Pendas, 11(1), 129-140. DOI: http://dx.doi.org/10.31949/jcp.v11i1.11773
Barut T. E., & Dursun, O. O. (2022). Effect of animated and interactive video variations on learners' motivation in distance Education. Education and Information Technologies, 27(3), 3247-3276. DOI: http://dx.doi.org/10.1007/s10639-021-10735-5
Borich, G. D., & Blanchette, A. D. (2022). Effective Teaching Methods: Research-Based Practice. Hoboken: Pearson Education.
Broderick, N. (2023). Exploring different visions of scientific literacy in Irish primary science education: core issues and future directions. Irish Educational Studies, 44(1), 1-21. DOI: http://dx.doi.org/10.1080/03323315.2023.2230191
Devy, A., Prabowo, & Supardi, Z. A. I. (2020). Problem based learning with the SETS method to improve the student’s critical thinking skill of senior high school. IJORER : International Journal of Recent Educational Research, 1(3), 246-260. DOI: http://dx.doi.org/10.46245/ijorer.v1i3.46
Dina, T. F., Prahani, B. K., Marianus, M., Wibowo, F. C., & Sanjaya, L. A. (2024). Critical thinking skills student profile and PBL needs assisted by android physics module. Momentum: Physics Education Journal, 8(1), 11-22. DOI: http://dx.doi.org/10.21067/mpej.v8i1.9059
Djou, A., Buhungo, T. J., Supartin, & Arbie, A. (2022). Practicality of learning devices in problem-based learning implementation in contextual teaching and learning approach. Jurnal Pijar Mipa, 17(6), 748-753. DOI: http://dx.doi.org/10.29303/jpm.v17i6.4245
Elhai, J. (2023). Science literacy: a more fundamental meaning. . Journal of Microbiology & Biology Education, 24(1), 1-7. DOI: http://dx.doi.org/10.1128/jmbe.00212-22
Far'i, L. A., Fahrurrozi, M., & Marhamah, M. (2023). The effect of the multimedia-assisted problem-based learning model on student learning motivation. Interdisciplinary Journal of Education, 1(2), 139-149. DOI: http://dx.doi.org/10.61277/ije.v1i2.61
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics and The Physics, 66(1), 64–74. DOI: http://dx.doi.org/10.1119/1.18809
Haritzah, T. Z. H., Purwaningsih, E., Taqwa, M. R. A., Putri, F. D., & Kurniawan, F. (2024). Development of electronic independent learning activity unit (E-ILAU) using project-based learning-STEM integrated TPACK to improve higher-order thinking skills. Jurnal Pendidikan Fisika Indonesia, 20(1), 105-123. DOI: http://dx.doi.org/10.15294/jpfi.v20i1.42132
Hasanah, U., & Sari, P. M. (2023). Effect of problem based learning model toward the ability of science literacy in 3rd grade students. Jurnal Penelitian Pendidikan IPA, 9(12), 11373-11378. DOI: http://dx.doi.org/10.29303/jppipa.v9i12.5866
Hidayanti, I., & Wulandari, F. (2023). The effect of problem-based learning based ethnoscience on science literacy ability of elementary school. Edunesia: Jurnal Ilmiah Pendidikan, 4(3), 967-982. DOI: http://dx.doi.org/10.51276/edu.v4i3.475
Hidayati, R. M., & Wagiran, W. (2020). Implementation of problem-based learning to improve problem-solving skills in vocational high school. Jurnal Pendidikan Vokasi, 10(2). DOI: http://dx.doi.org/10.21831/jpv.v10i2.31210
Istiana, D., Fakhruddin, & Harianingsih. (2024). Development of STEM-loaded teaching modules with PBL learning model to improve critical thinking skills of elementary school students. International Journal of Research and Review, 11(11), 370-378. DOI: http://dx.doi.org/10.52403/ijrr.20241134
Jafar, A. F., Rusli, R., Dinar, M., Irwan, I., & Hastuty, H. (2020). The effectiveness of video-assisted flipped classroom learning model implementation in integral calculus. Journal of Applied Science, Engineering, Technology, and Education, 2(1), 97-103. DOI: http://dx.doi.org/10.35877/454RI.asci2144
Kariimah, S. A. u., Susilo, H., Hastuti, U. S., Balqis, B., & Nurhawa, W. O. (2022). The effect of problem-based learning using VARK approach on biology students’ creative thinking skills. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 4(2), 187-193. DOI: http://dx.doi.org/10.20527/bino.v4i2.13138
Kldiashvili, E., Abiatari, I., & Zarnadze, M. (2025). Project-based approach as methodology to improve academic performance of medical school students within the research line teaching course: a quasi-experimental study. Health Science Reports, 8(3), 1-6. DOI: http://dx.doi.org/10.1002/hsr2.70562
Kusuma, N. T., Maulina, D., & Wiyono, W. J. (2024). The students creative thinking on environmental pollution material using video-assisted problem based learning model. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 6(1), 56-62. DOI: http://dx.doi.org/10.20527/bino.v6i1.17377
Kusumaningtyas, D. I., Suprapto, N., & Suryanti, S. (2025). Fostering science literacy: A comprehensive systematic review of learning models. Multidisciplinary Reviews, 8(9), 1-12. DOI: http://dx.doi.org/10.31893/multirev.2025292
Luzyawati, L., Hamidah, I., Fauzan, A., & Husamah, H. (2025). Higher-order thinking skills-based science literacy questions for high school students. Journal of Education and Learning (EduLearn), 19(1), 134-142. DOI: http://dx.doi.org/10.11591/edulearn.v19i1.21508
Mayasari, R., & Ramdiah, S. (2023). The effect of problem-based learning (PBL) on different academic abilities on critical thinking of grade XI students on coordination system material. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 5(1), 64-70. DOI: http://dx.doi.org/10.20527/bino.v5i1.15442
Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36(1), 1-25. DOI: http://dx.doi.org/10.1007/s10648-023-09842-1
Meidiana, L. M., & Pertiwi, K. R. (2024). A combination of problem based learning and concept mapping significantly increases science literacy and discussion skills of senior high school student. Jurnal Penelitian Pendidikan IPA, 10(5), 2407-2415. DOI: http://dx.doi.org/10.29303/jppipa.v10i5.7051
Mulyani, P. S., & Heliawati, L. (2025). Enhancing problem-solving skills in chemistry through problem-based learning with SETS: a systematic review. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 11(1), 272-280. DOI: http://dx.doi.org/10.29210/1202525369
Nasihah, S. A., Isnawati, I., & Subekti, H. (2024). Profile and validity of PBL-SETS interactive multimedia to train learners' science literacy. Jurnal Pendidikan Biologi Indonesia, 10(3), 1059-1071. DOI: http://dx.doi.org/10.22219/jpbi.v10i3.35861
Niate, M., & Paidi, P. (2025). Development of SETS e-module on endocrine system material to improve scientific literacy and learning independence of high school students. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 7(2), 308-317. DOI: http://dx.doi.org/10.20527/bino.v7i2.21357
Nulhakim, L., Setiawan, F. R., & Saefullah, A. (2020). Improving students' creative thinking skills using problem-based learning (pbl) models assisted by interactive multimedia. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(1), 9-16. DOI: http://dx.doi.org/10.21009/1.06102
OECD. (2022). The PISA 2025 Science Framework Perspectives From Science Expert Group Members. Paris: OECD Publishing.
OECD. (2023). PISA 2025 Science Framework. Paris: OECD Publishing.
Putri, P. N., Rachmadiarti, F., Purnomo, T., & Satriawan, M. (2025). Measuring scientific literacy of students’ through environmental issues based on pisa 2025 science framework. Jurnal Penelitian Pendidikan IPA, 11(3), 44-53. DOI: http://dx.doi.org/10.29303/jppipa.v11i3.10413
Rizki, T., & Adlini, M. N. (2022). Problem based Learning: Its effect on problem solving skills of Islamic Boarding School student. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 4(3), 276-281. DOI: http://dx.doi.org/10.20527/bino.v4i3.13905
Roy, G., Sikder, S., & Danaia, L. (2025). Adopting scientific literacy in early years from empirical studies on formal education: a systematic review of the literature. International Journal of STEM Education, 12(1), 1-24. DOI: http://dx.doi.org/10.1186/s40594-025-00547-1
Rudroff, T. (2025). Climate crossroads: How global warming drives coronavirus emergence, the long COVID crisis of tomorrow, and AI's role in navigating our future. Infectious Diseases Now, 55(6), 1-23. DOI: http://dx.doi.org/10.1016/j.idnow.2025.105091
Safitri, T., Ardianto, D., Permana, I., Kurniasih, S., & Nuraeni, E. (2025). Advancing biology education through HOTS-based learning on digestive system concepts: A systematic literature review. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 7(2), 166-179. DOI: http://dx.doi.org/10.20527/bino.v7i2.21669
Sagita, N. (2021). Development of problem based learning (pbl)-based e-module to improve critical thinking skills of students in biology learning class x SMAN 1 Seberida Indragiri Hulu regency. International Journal of Multidisciplinary Research and Analysis, 04(11), 1650-1654. DOI: http://dx.doi.org/10.47191/ijmra/v4-i11-25
Sandra, R., Asrizal, & Werina, W. (2024). Application of differentiated learning through the use of interactive multimedia to promote students' scientific literacy. Journal of Innovative Physics Teaching, 2(1), 37-46. DOI: http://dx.doi.org/10.24036/jipt/vol2-iss1/35
Saragih, D. M., Suyanto, S., Sera, N., & Sitanggang, S. R. K. (2025). Systematic literature review: STEM integrated biology learning based on 21st century learning models. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 7(1), 125-132. DOI: http://dx.doi.org/10.20527/bino.v7i1.21061
Sari, I. N., Mahanal, S., & Setiawan, D. (2024). Implementation of a problem-based learning model assisted with scaffolding to improve scientific literacy and student cognitive learning outcomes. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 6(1), 35-47. DOI: http://dx.doi.org/10.20527/bino.v6i1.17890
Septiani, A.-n. N. S. I., Rejekiningsih, T., Triyanto, T., & Rusnaini, R. (2020). Development of interactive multimedia learning courseware to strengthen students’ character. European Journal of Educational Research, 9(3), 1267-1279. DOI: http://dx.doi.org/10.12973/eu-jer.9.3.1267
Shilla, R. A., Riandita, L., Syafi'i, A., Farhana, Z., Faradhillah, N., Sari, N. H. M., & Prayogi, A. (2025). Numereadsci: boosting numeracy and science literacy through english resources at pondok pesantren in Pekalongan. International Journal of Research and Community Empowerment, 3(1), 16-28. DOI: http://dx.doi.org/10.58706/ijorce.v3n1.p16-28
Shofawati, A., Widodo, W., & Sari, D. A. P. (2023). The use of multimedia interactive to improve students science literacy in the new normal era. Jurnal Pijar Mipa, 18(1), 65-71. DOI: http://dx.doi.org/10.29303/jpm.v18i1.3832
Sokolova, E. V., Blaginin, V. A., & Shatrova, A. Y. (2025). Evolution and current trends in STEM education: A retrospective and bibliometric analysis. Journal of Hypermedia & Technology-Enhanced Learning, 3(1), 90-107. DOI: http://dx.doi.org/10.58536/j-hytel.169
Susananingsih, D. E., Rachmadiarti, F., & Samawati, Z. (2023). Implementation of PBL model with differentiated learning to improve students' motivation and cognitive learning outcomes on evolution material. Jurnal Eksakta Pendidikan (Jep), 7(2), 197-210. DOI: http://dx.doi.org/10.24036/jep/vol7-iss2/771
Tat, O., & Tat, Ş. (2023). PISA Türkiye Sonuçları Bağlamında Öğrencilerin Algılanan Bilgi ve İletişim Yeterliği. Siirt Eğitim Dergisi, 3(2), 54-68. DOI: http://dx.doi.org/10.58667/sedder.1371643
Treepob, H., Hemtasin, C., & Thongsuk, T. (2023). Development of scientific problem-solving skills in grade 9 students by applying problem-based learning. International Education Studies, 16(4), 29-36. DOI: http://dx.doi.org/10.5539/ies.v16n4p29
Walag, A. M. P., Fajardo, M. T. M., Bacarrisas, P. G., & Guimary, F. M. (2022). A canonical correlation analysis of filipino science teachers' scientific literacy and science teaching efficacy. International Journal of Instruction, 15(3), 249-266. DOI: http://dx.doi.org/10.29333/iji.2022.15314a
Warlinda, Y. A., Yerimadesi, Y., Hardeli, H., & Andromeda, A. (2022). Implementation of guided discovery learning model with SETS approach assisted by e-modul chemistry on scientific literacy of students. Jurnal Penelitian Pendidikan IPA, 8(2), 507-514. DOI: http://dx.doi.org/10.29303/jppipa.v8i2.1264
Xiang, J., & Han, C. (2023). Effect of STSE approach on high school students' understanding of nature of science. Journal of Science Education and Technology, 33(3), 263-273. DOI: http://dx.doi.org/10.1007/s10956-023-10053-0
DOI: http://dx.doi.org/10.20527/bino.v8i1.24232
Article Metrics
Abstract view : 121 timesPDF - 83 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
BIO-INOVED Journal has been Accredited:
|
BIO-INOVED Journal has been Indexed/Abstracted/Listed by:
|
Managed by: |
Collaborate with: |
Journal License: |
