Need Analysis of a Physics E-Book on Global Warming Based on the Dual Space Inquiry Framework to Improve Students’ Scientific Literacy
DOI:
https://doi.org/10.24036/jipt/vol3-iss2/113Keywords:
Physics E-Book, Global Warming, Dual Space Inquiry Framework, Need AnalysisAbstract
This research is motivated by the low scientific literacy of students as indicated by the PISA 2022 results, as well as the continued dominance of printed teaching materials in schools. This condition limits students’ opportunities to engage in scientific thinking, interpret data, and use scientific evidence effectively. The purpose of this study is to analysis the need for developing an interactive e-book based on the Dual Space Inquiry Framework (DSIF) on the topic of global warming to improve students’ scientific literacy. The study employed a needs analysis approach within the Analysis stage of the ADDIE development model by collecting quantitative data related to scientific literacy indicators and the frequency of teaching material usage. The analysis shows that all scientific literacy indicators fall into the low category with an average score of 70.3%, particularly in the abilities to interpret data and evaluate scientific arguments. The data on teaching material usage also reveal a dominance of printed books at 91%, while digital teaching materials are used by only 37% of students and interactive e-books by merely 12%. These findings not only illustrate the low level of scientific literacy but also highlight an urgent need for more interactive digital learning media. Based on this analysis, the Analysis stage of ADDIE emphasizes the necessity of developing a DSIF-based interactive e-book as an innovative solution that will proceed to the Design and Develop stages to produce teaching materials capable of supporting inquiry, conceptual understanding, and scientific thinking skills.
Downloads
References
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Cheng, M. M., & Lin, J. Y. (2020). Dual-space inquiry learning: Integrating physical and mental
spaces for science education. Journal of Science Education and Technology, 29(4), 589– 604.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Duit, R., & Treagust, D.F. (2023). Science education research: An evolving field. Journal of
Research in Science Teaching, 60(5), 679–705.
Fitriani, R., & Mulyani, S. (2023). Development of inquiry-based digital media for Improving scientific literacy. Journal of Science Learning Innovation, 7(2), 112–120.
Gunawan, G., Nisrina, N., & Suranti, NM (2023). Inquiry-based interactive e-book
guided learning to improve physics learning outcomes. Indonesian Journal of Science Education, 11(1), 54–63.
Handayani, T., Suryani, D., & Rahayu, N. (2023). Analysis of physics teaching material needs
contextual approach to global warming material. Journal of Physics and Science Education, 6(2), 87–95.
Ministry of Education, Culture, Research, and Technology. (2022). Guide to Implementing the Independent Curriculum. Jakarta:
Ministry of Education, Culture, Research, and Technology. Kemendikbudristek. (2023).
PISA 2022 Results Report: Indonesian Science Literacy. Jakarta: Pusat
Educational Assessment.
Linn, M. C., Slotta, J. D., & Baumgartner, E. (2020). Dual-space inquiry framework for knowledge integration in science learning. International Journal of Science Education, 42(7), 1035–1052.
Mawardi, I., Sari, DR, & Putra, FK (2021). Development of interactive digital teaching materials
based on scientific literacy on the topic of temperature and heat. Indonesian Journal of Physics Education, 17(4), 412–425.
Nasution, A., & Nurhayati, S. (2021). Development of digital teaching materials for learning
st century physics. Nusantara Journal of Educational Technology, 8(3), 189–198.
Ningsih, F., Rahmawati, D., & Hidayat, M. (2023). Development of inquiry-based e-books
to improve high school students' scientific literacy. Journal of Science Education Innovation, 7(2), 155–168.
OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. Paris: OECD Publishing.
Park, J., Kim, M., & Choi, H. (2022). Applying Dual Space Inquiry Framework in physics
learning. Journal of Science Education and Technology, 31(4), 621–635.
Pratama, R., Fitriani, D., & Yusuf, M. (2021). Development of physics e-book based on scientific literacy for senior high school students. International Journal of Instructional Media, 18(2), 55–67.
Prawiradilaga, DS (2021). Learning system design: A guide to designing learning for education and training. Prenadamedia Group.
Putra, H., Nugroho, A., & Wibowo, S. (2024). Integration of inquiry-based e-book in environmental physics learning to enhance scientific reasoning. Journal of Science Learning, 13(2), 98–107.
Putri, DA, Lestari, H., & Rahman, A. (2020). Analysis of students' learning difficulties in the material global warming. Indonesian Journal of Physics Education, 16(1), 45–52.
Rahmawati, R., & Hidayat, A. (2022). Analysis of inquiry-based 21st-century physics learning.
Journal of Science Learning Innovation, 8(1), 56–65.
Ratnasari, Y., Wulandari, N., & Setiawan, A. (2023). Development of physics e-book media guided inquiry-based learning to improve student learning outcomes. Indonesian Journal of Educational Technology, 11(1), 77–88.
Sari, PD, Widodo, A., & Ningsih, E. (2021). Contextual problem-based physics learning
to improve students' scientific literacy. Journal of Science Education, 9(3), 132–140. Siregar, D., & Lubis, R. (2022). Development of digital teaching materials based on scientific literacy. Journal
Indonesian Educational Technology, 10(1), 22–31.
Suhartini, N., & Fauziah, A. (2023). Integration of inquiry-based learning in interactive e-books.
Journal of Innovative Education, 9(2), 75–84.
Sukmawati, R., & Yusuf, M. (2021). Contextual-based e-books to improve learning outcomes
Student learning. Indonesian Journal of Science Education, 10(4), 598–606.
Susanti, L., & Hartono, Y. (2022). Development of digital literacy-based science e-books in
Independent Curriculum. Journal of Science and Technology Literacy, 5(2), 90–99.
Trilling, B., & Fadel, C. (2021). 21st Century Skills: Learning for Life in Our Times. New York:
Wiley.
Widodo, S., & Sari, M. (2023). Evaluation of the practicality of interactive e-book media in
science learning. Journal of Science Education Research, 9(1), 45–56.
Widyastuti, A., Hidayah, R., & Putra, D. (2022). Analysis of the needs of a physics e-module based on
Scientific literacy in high school. Journal of Science Learning Innovation, 6(1), 33–42.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Fitria Ningsih, Fuja Novitra, Ahmad Fauzi, Emiliannur
This work is licensed under a Creative Commons Attribution 4.0 International License.
Accepted 2025-12-17
Published 2025-12-17
