Effects of an electronic module integrated with the scientific reading-based project model on elementary students’ science literacy and learning motivation

Abstract

Conventional science learning media often fail to engage students, resulting in limited understanding of science concepts. This study examined the effect of an electronic module integrated with the Scientific Reading-Based Project (SRBP) model on elementary students’ science literacy and learning motivation. A quasi-experimental design with a non-equivalent control group was employed. The participants consisted of 33 fifth-grade students selected from a population of 127 students from eight elementary schools in Madiun Regency, Indonesia. Data were collected using a science literacy test and questionnaires measuring students’ perceptions and learning motivation. ANCOVA was conducted to compare posttest scores while controlling for pretest performance. The results showed statistically significant differences between the groups, F(1, 30) = 9.173, p = .005, with a moderate-to-large effect size (partial η² = .234). The experimental group achieved higher adjusted posttest scores (M = 90.833, 95% CI [88.266, 93.400]) than the control group (M = 85.365, 95% CI [82.719, 88.011]). Students’ perceptions were highly positive, particularly in engagement (M = 3.73), interest in science (M = 3.65), and usage experience (M = 3.71). Students’ motivation scores were in the moderate category, with mean scores ranging from 2.88 to 3.12. These findings indicate that the SRBP-based electronic module was associated with significantly higher science literacy scores, while students also reported positive levels of learning motivation.