Implementation of Digital Science and Literacy Teaching in Developing Science Literacy in Middle School Students in Indonesia

ABSTRACT


INTRODUCTION
Developing science literacy among students is crucial in the 21st century due to the increasing complexity of technological advancements and global connectivity.Individuals need to possess the necessary scientific literacy skills to make informed decisions on topics such as climate change, biotechnology, and other science-based issues [1].Scientific literacy is a key factor in addressing the challenges of the modern era [2].However, the current level of scientific literacy among students is relatively low, indicating the need for improvement [3], [4].Various techniques and models, such as Lesson Study and Problem-Based Learning, have been shown to effectively enhance students' scientific literacy skills [5].By implementing these approaches, educators can equip students with the ability to find, evaluate, and effectively use information, enabling them to navigate the complexities of the 21st century with confidence and competence.
Science literacy is a crucial aspect of education in Indonesia, particularly during the junior high school (SMP) years.Efforts to improve science literacy among primary school students in Indonesia should focus on factors that contribute to its development.One factor is the use of Nearpod-based interactive science learning media, which is valid, practical, and effective in increasing learning activities and critical thinking skills among junior high school students [6].Another factor is the implementation of gamebased multiple-choice tests with Quizizz, which has shown promising results in enhancing science literacy skills among elementary school students [7].Additionally, the science practical work method is effective in developing science literacy characteristics among elementary school students [8].Furthermore, STEM-integrated science learning has been shown to have a high influence on students' scientific literacy abilities and critical thinking skills, particularly at the high school level [9].By considering these factors, educators can work towards improving science literacy among primary and junior high school students in Indonesia.
Science education in Indonesia has made significant progress, but there are still gaps in understanding the factors that influence junior secondary school students' science literacy levels [10].In addition, the integration of digital literacy into traditional science teaching methods is an area that needs to be explored [11].The merging of these two domains has the potential to create a synergistic learning environment, providing students with a holistic and dynamic approach to science education [9].This research aims to address the gap by investigating the impact of science teaching methods and digital literacy on the development of science literacy among junior secondary school students in Indonesia.
This research has three main foci.Firstly, to conduct an assessment of the current level of science literacy among junior secondary school students in Indonesia, which provides a foundation for further analyses.Secondly, the study aims to examine the effectiveness of various science teaching methods implemented in junior secondary schools and how they affect students' science literacy.Furthermore, the third objective is to investigate the role of digital literacy in science literacy in junior secondary school students, considering the contribution of digital skills to scientific understanding.The overall research also aims to analyze the combined impact of science teaching methods and digital literacy on science literacy outcomes, to elucidate potential synergies or mismatches that may arise.

Science Literacy in Education
Science literacy is an important skill that enables individuals to apply scientific knowledge to real-world situations and make informed decisions.However, research shows that students' science literacy skills, particularly in biology, are still relatively low in various educational environments, including universities and primary schools in Indonesia [1], [7], [12], [13].This low level of science literacy can be caused by several factors such as ineffective teaching methods, lack of contextual learning, and misconceptions among students [5].To address this problem, efforts are being made to improve science literacy through various approaches, including the use of scientific methods in the learning process, the development of teaching modules, and the implementation of innovative learning models that emphasize contextual learning and readability.These initiatives aim to improve students' science literacy and equip them with the competencies required for the 21st-century learning environment.

Science Teaching Methods
Effective science teaching methods are essential for fostering science literacy among students.Traditional methods, such as memorization and passive learning, have been replaced by more interactive and inquiry-based approaches [14].Research highlights the importance of inquiry-based learning in promoting deeper conceptual understanding and fostering a genuine interest in science [15].
Hands-on experiments, collaborative learning, and real-world applications are strategies proven to improve science education outcomes [3].Addressing diverse learning styles and preferences is also important, as tailoring teaching methods to students' individual needs ensures an engaging and accessible learning process for everyone [16].The literature emphasizes the dynamic nature of effective science teaching methods, advocating pedagogical approaches that interest students and facilitate active participation in the learning process [17].

Digital Literacy in Education
Integrating digital literacy into education is crucial in the digital age.Students need to develop the ability to access, evaluate, and utilize information from digital sources effectively [18].This is particularly relevant in science education, where digital tools can enhance learning experiences.By leveraging digital platforms, students can explore scientific concepts, access up-to-date information, and engage in collaborative learning [19].Incorporating digital literacy in science education not only enhances students' technological skills but also promotes critical thinking and problem-solving abilities [20].The use of interactive simulations, virtual experiments, and multimedia resources through digital platforms enriches the learning experience and bridges the gap between theory and real-world applications [21].

Integration of Science Teaching Methods and Digital Literacy
The integration of digital resources in science education has the potential to create dynamic and adaptive learning environments that cater to diverse learning styles [18].By combining traditional teaching methods with digital tools, educators can encourage a blended learning approach that increases engagement and retention [22].The use of digital resources also enables personalized learning experiences, allowing students to explore scientific concepts at their own pace and according to their individual interests [23].The interactive and multimedia nature of digital resources can contribute to a deeper understanding of scientific principles [24].In addition, research shows that the integration of digital tools can empower teachers to customize the science curriculum and improve their pedagogical content knowledge [25].Overall, the synergy between science teaching methods and digital literacy presents a promising avenue for comprehensive science education, offering opportunities for personalized and engaging learning experiences.

Synthesis of Literature and Conceptual Framework
The synthesis of literature highlights the interconnectedness of science literacy, effective teaching methods, and digital literacy.A conceptual framework emerges, proposing that an integrated approach, leveraging both innovative science teaching methods and digital literacy skills, could yield optimal outcomes in developing science literacy among junior high school students in Indonesia.
This conceptual framework sets the stage for the present study, which aims to empirically investigate the impact of science teaching methods and digital literacy on science literacy outcomes.The literature review underscores the need for a nuanced understanding of these factors within the Indonesian educational context, providing a foundation for the research design, data collection, and analysis procedures outlined in subsequent sections of this study.

Research Design
This study adopts a quantitative research design, specifically employing a survey methodology to investigate the impact of science teaching methods and digital literacy on the development of science literacy among junior high school students in Indonesia.A cross-sectional approach will be employed to collect data at a single point in time, providing a snapshot of the current state of science literacy and its determinants.

Participants
The participants in this study will consist of 150 junior high school students randomly selected from various schools across different regions in Indonesia.The inclusion criteria involve students currently enrolled in junior high school and willing to participate in the survey.The random sampling method aims to ensure the representativeness of the sample and enhance the generalizability of the study's findings.

Data Collection
The primary instrument for data collection will be a structured survey questionnaire designed to gather information on science literacy, science teaching methods, and digital literacy skills.The survey will be distributed electronically or in print, depending on the technological accessibility of the selected schools.

a. Descriptive Statistics
To offer a detailed exploration of the survey responses, we present descriptive statistics for key variables using a Likert scale ranging from 1 to 5. The Likert scale is as follows: 1 (Strongly Disagree), 2 (Disagree), 3 (Neutral), 4 (Agree), and 5 (Strongly Agree).4 compare the fit of the estimated model with a saturated model, which is a model that perfectly fits the observed data but may be overly complex.Gower's Similarity Coefficient, evaluating the degree of similarity between the sample covariance matrix and the model-implied covariance matrix, also yields matching values of 0.308 for both the Saturated Model and the Estimated Model.The Chi-Square statistic, assessing the difference between observed and expected covariance matrices, is identical at 218.71 for both models.Furthermore, the Normed Fit Index (NFI) values for both models are equal at 0.835, indicating that the estimated model is as good as the saturated model in representing the data.Overall, the consistency in fit indices across both models suggests that the estimated model aligns well with the observed data and adequately represents the relationships among the latent constructs.These findings instill confidence in the validity of the structural equation model and its ability to explain the variance in the observed variables.In addition, the Q² for Developing Science Literacy is 0.414, serving as a measure of predictive relevance.This value indicates that the model possesses substantial predictive power for Developing Science Literacy, showcasing its ability to forecast the behavior of Developing Science Literacy beyond the data used to estimate the model.The Q² value of 0.414 suggests that the identified relationships and patterns in the model are likely to generalize effectively to new, unseen data.This reinforces the robustness and reliability of the structural equation model, further emphasizing its capacity to predict and understand the dynamics of Developing Science Literacy in the context of junior high school education in Indonesia.

f. Hypothesis Testing
Bootstrapping is a resampling technique used to estimate the distribution of a statistic by repeatedly resampling with replacement from the observed data.The presented table includes the results of the bootstrapping test for the hypotheses related to the relationships between Digital Science, Literacy Teaching, and Developing Science Literacy

Comparative Analyses
Comparative analyses across different regions and demographic groups can contribute to a more nuanced understanding of the contextual factors influencing the relationships observed in this study.Exploring potential variations in the effectiveness of integrated teaching approaches can guide tailored educational interventions.

Limitations of the Study a. Sample Size and Generalizability
The study's reliance on a sample of 150 junior high school students may limit the generalizability of the findings.Future research with larger and more diverse samples can enhance the external validity of the results.

b. Self-Reported Data
The use of self-reported data introduces the potential for bias.Combining survey responses with objective measures, such as standardized assessments, could strengthen the robustness of future investigations.

CONCLUSION
In conclusion, this study illuminates the pivotal roles of science teaching methods and digital literacy in fostering science literacy among junior high school students in Indonesia.The preference for hands-on experiments aligns with the effectiveness of interactive learning, while the high digital literacy proficiency underscores students' readiness to engage with digital resources.The integration of these factors into education is recommended, emphasizing the synergies between traditional methods and digital tools.Policymakers and educators should consider these insights to enhance science education and promote a holistic approach to literacy development.The robust model fit and significant coefficients affirm the validity and applicability of the proposed structural equation model.This research contributes to the broader discourse on effective science education and provides a foundation for future investigations in diverse educational contexts.

Figure 1 .
Figure 1.Conceptual and Hypothesis Source: Process Data Analys (2024) In assessing the discriminant validity among the constructs, the correlations between Developing Science Literacy (DSL) and Digital Science (DS) (0.752), Developing Science Literacy (DSL) and Literacy Teaching (LT) (0.719), and Digital Science (DS) and Literacy Teaching (LT) (0.695) were examined.The diagonal values represent the square root of the Average Variance Extracted (AVE) for each construct.Discriminant validity is established when the square root of the AVE for a given construct exceeds the correlations between that construct and other constructs.In the case of Developing Science Literacy and Digital Science, the correlation of 0.752 is less than the square root of the AVE for DSL (approximately 0.851), indicating discriminant validity and suggesting that these two constructs are distinct.Similarly, the correlation between Developing Science Literacy and Literacy Teaching (0.719) is less than the square root of the AVE for DSL, supporting discriminant validity between these constructs.Additionally, the correlation between Digital Science and Literacy Teaching (0.695) is less than the square root of the AVE for DS (approximately 0.935), indicating discriminant validity between Digital Science and Literacy Teaching as separate constructs.These results underscore the distinctiveness of Developing Science Literacy, Digital Science, and Literacy Teaching within the overall research framework.

Figure 1 .
Figure 1.Model Internal Assessment Source: Process Data Analys (2024) d.Model Fit Model fit indices are crucial in determining how well the estimated model aligns with the observed data.The values in Table 4

Eastasouth Journal of Learning and Educations (ESLE)
The questionnaire will include the following key sections:Demographic Information: Collecting data on participants' age, gender, grade level, and socioeconomic background.

Table 1 .
Descriptive Statistics for Survey Responses

Table 2 .
Validity and Reliability Test

Table 4 .
Model Fit Results Test