Enhancing Middle School Student’s Scientific Literacy through Contextual Science Learning Based on Coastal Environmental Issues

Henry Setya Budhi, Laviola Fiorentina, Heru Agni Setiaji

Abstract


Scientific literacy is a central goal of contemporary science education, enabling students to understand scientific concepts, interpret evidence, and apply scientific reasoning to real-world problems. However, many middle school students continue to demonstrate limited scientific literacy due to decontextualized instructional practices. This study investigates the effectiveness of contextual science learning based on coastal environmental issues in enhancing middle school student’s scientific literacy. A quasi-experimental pretest–posttest control group design was employed involving 120 eighth-grade students from two public middle schools in a coastal region of northern Java, Indonesia. The experimental group received contextualized science instruction integrating authentic coastal phenomena, while the control group received conventional instruction. Scientific literacy was measured using an instrument aligned with the PISA framework. Data were analyzed using descriptive statistics, normalized gain scores, paired-sample t-tests, and ANCOVA. The results indicate that students in the experimental group achieved significantly higher scientific literacy gains than those in the control group (p < 0.01). These findings suggest that contextualizing science instruction through local coastal environmental issues is an effective strategy for fostering scientific literacy and environmental awareness among middle school students.

Full Text:

PDF

References


Ashlan, S., & Firayani, F. (2025). Contextual Learning of Science Based on Environmental Problems Around Schools. Scientica Education Journal, 2(4), 1–9. https://doi.org/10.62872/1c6bxn45

Bossér, U. (2024). Transformation of School Science Practices to Promote Functional Scientific Literacy. Research in Science Education, 54(2), 265–281. https://doi.org/10.1007/s11165-023-10138-1

Chang, H. Y., Chang, Y. J., & Tsai, M. J. (2024). Strategies and difficulties during students’ construction of data visualizations. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00463-w

Dauer, J. M., Kirby, C. K., & Sorensen, A. E. (2025). Defining students’ socioscientific issues classroom decision-making components and practice proficiencies. Disciplinary and Interdisciplinary Science Education Research, 7(1). https://doi.org/10.1186/s43031-025-00132-0

Dragoş, V., & Mih, V. (2015). Scientific Literacy in School. Procedia - Social and Behavioral Sciences, 209(July), 167–172. https://doi.org/10.1016/j.sbspro.2015.11.273

Gumede, L. P., & Photo, P. (2024). Science teachers’ perspectives and prior practices for science centre visit: strategies development. Disciplinary and Interdisciplinary Science Education Research, 6(1). https://doi.org/10.1186/s43031-024-00117-5

Hancock, T. S., Friedrichsen, P. J., Kinslow, A. T., & Sadler, T. D. (2019). Selecting Socio-scientific Issues for Teaching. Science & Education, 28(6–7), 639–667. https://doi.org/10.1007/s11191-019-00065-x

Johnson, J., Macalalag, A. Z., & Dunphy, J. (2020). Incorporating socioscientific issues into a STEM education course: exploring teacher use of argumentation in SSI and plans for classroom implementation. Disciplinary and Interdisciplinary Science Education Research, 2(1). https://doi.org/10.1186/s43031-020-00026-3

Karahan, E. (2022). The lived experiences of pre-service science teachers designing and teaching socioscientific issues-based units. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-022-00064-z

Kostøl, K. B., & Remmen, K. B. (2022). A qualitative study of teachers’ and students’ experiences with a context-based curriculum unit designed in collaboration with STEM professionals and science educators. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-022-00066-x

Listiani, L. (2025). Scientific Literacy in Indonesian Secondary Education: Are We Ready to be Scientifically Literate Society? International Journal of STEM Education for Sustainability, 5(1), 41–52. https://doi.org/10.53889/ijses.v5i1.445

Mercier, A. K., Sivitskis, A. J., Torbert, J., & Vallier, K. (2025). Shaping change locally: a place-based STEM project’s influence on rural elementary and middle grade students. Frontiers in Education, 10(June), 1–17. https://doi.org/10.3389/feduc.2025.1584805

OECD. (2023). PISA 2022 Results. In Factsheets: Vol. I. https://www.oecd-ilibrary.org/educstion/pisa-2022-results-volume-i_53f23881-en

Qiao, C., Chen, Y., Guo, Q., & Yu, Y. (2024). Understanding science data literacy: a conceptual framework and assessment tool for college students majoring in STEM. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00484-5

Rahmawati, Y., Mardiah, A., Taylor, E., Taylor, P. C., & Ridwan, A. (2023). Chemistry Learning through Culturally Responsive Transformative Teaching (CRTT): Educating Indonesian High School Students for Cultural Sustainability. Sustainability (Switzerland), 15(8). https://doi.org/10.3390/su15086925

Rantong, T., & Sarnkong, R. (2024). Using Context-Based Learning to Enhance Thai Grade 6 Student Scientific Reasoning Abilities. Higher Education Studies, 15(1), 136. https://doi.org/10.5539/hes.v15n1p136

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. https://doi.org/10.1186/s40594-025-00547-1

Roy, G., Sikder, S., & Letts, W. (2025). Understanding the Process of Scientific Literacy Development among Children in the Early Years Through Play and Intentionality. Research in Science Education. https://doi.org/10.1007/s11165-025-10291-9

Safri, Z., Hasanah, S., Mahmudah, Soraya, F., & Siregar, T. S. (2024). Implementation of Contextual Teaching and Learning Model in Nature-Based Learning to Improve Morals and Concern for the School Environment at SMP S Alam Leuser. Jurnal Profesi Guru Indonesia, 1(4), 162–169. https://doi.org/10.62945/jpgi.v1i4.636

Sjöström, J. (2025). Vision III of Scientific Literacy and Science Education: An Alternative Vision for Science Education Emphasising The Ethico-Socio-Political and Relational-Existential. Studies in Science Education, 61(2), 239–274. https://doi.org/10.1080/03057267.2024.2405229

Soucy, A. R., Rahimzadeh-Bajgiran, P., De Urioste-Stone, S., Eitel, K., Jansujwicz, J., & Brownlee, M. (2025). Impact of a place-based educational approach on student and community members’ experiences and learning within a post-secondary GIS course. Journal of Geoscience Education, 73(4), 386–401. https://doi.org/10.1080/10899995.2024.2379194

Ulfa, S. M., & Kuswanto, H. (2025). Analysis of Scientific Literacy in Science Learning: A Systematic LiteratureReview. International Journal of Multicultural and Multireligious Understanding, 440–450. http://ijmmu.comhttp//dx.doi.org/10.18415/ijmmu.v12i8.6935

Zulfana, Z., Nurdin, M., & Agni, R. (2025). The School Environment as a Contextual Learning Strategy: Its Impact on Junior High School Students’ Interest in Learning Biology. Equator Science Journal, 3(2), 65–71. https://doi.org/10.61142/esj.v3i2.176




DOI: http://dx.doi.org/10.21043/thabiea.v9i1.36350

Refbacks

  • There are currently no refbacks.