Web-Based Interactive Multimedia as A Catalyst for Science Process Skills and Scientific Literacy in Inquiry-Based Learning
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n3p01Palavras-chave:
Web-based interactive multimedia, Science process skills, Scientific literacy, Inquiry-based learning, Green chemistry educationResumo
This study examined the role of Web-Based Interactive Multimedia Learning (WIML) as a catalyst for enhancing students’ Science Process Skills (SPS) and Scientific Literacy (SL) within inquiry-based chemistry learning on Green Chemistry topics. Grounded in inquiry learning theory and multimedia learning principles, a quasi-experimental non-equivalent control group design was employed with 157 senior high school students in North Aceh, Indonesia. Both groups engaged in equivalent inquiry cycles, while the experimental group was supported by WIML features, including interactive visualizations, simulations, inquiry prompts, and automated feedback. SPS were assessed through structured classroom observation using a validated seven-indicator rubric, and SL improvement was measured using normalized N-gain scores. The results showed that the experimental group demonstrated significantly higher SPS engagement (Mann–Whitney U, p < 0.001, r = 0.71) and greater SL gains (mean N-gain = 0.52) compared to the control group (0.40). These findings indicate that WIML enhances inquiry enactment, strengthens evidence-based reasoning, and supports more inclusive learning trajectories without altering inquiry fidelity. The study highlights the pedagogical value of multimedia-supported inquiry for promoting sustainable chemistry education.Referências
Ajayan, P., Cao, R., & Eichler, J. F. (2025). Promoting Conceptual Learning Using Scaffolded Activities That Incorporate Interactive Simulations. Education Sciences, 15(5), 1-15. https://doi.org/10.3390/educsci15050566
Al-Duhani, F., Mohd Saat, R., & Abdullah, M. N. S. (2024). Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning. Eurasia Journal of Mathematics, Science and Technology Education, 20(3), 1-20. https://doi.org/10.29333/ejmste/14282
Alvina, S., Mellyzar, M., & Rita Zahara, S. (2025). Hands-On, Minds-On: The Impact of Home-Based Experiments on Scientific Process Skills of Indonesian Middle School Students. Science Education International, 36(3), 341–348. https://doi.org/10.33828/sei.v36.i3.9
Anastas, P. T., & Warner, J. C. (2000). Green chemistry: Theory and practice. Oxford University Press. https://doi.org/10.1093/oso/9780198506980.001.0001
Arantika, J., Saputro, S., & Mulyani, S. (2019). Effectiveness of guided inquiry-based module to improve science process skills. Journal of Physics: Conference Series, 1157, 042019. https://doi.org/10.1088/1742-6596/1157/4/042019
Araripe, E., & Zuin Zeidler, V. G. (2024). Advancing sustainable chemistry education: Insights from real-world case studies. Current Research in Green and Sustainable Chemistry, 9, 100436. https://doi.org/10.1016/j.crgsc.2024.100436
Aydin Gunbatar, S., Ekiz Kiran, B., Boz, Y., & Oztay, E. S. (2025). A systematic review of green and sustainable chemistry training research with pedagogical content knowledge framework: current trends and future directions. Chemistry Education Research and Practice, 26(1), 34–52. https://doi.org/10.1039/D4RP00166D
Batamuliza, J., Habinshuti, G., & Nkurunziza, J. B. (2024). Integration of interactive computer simulations in teaching and learning chemical reaction: Students’ performance and concept retention. Journal of Technology and Science Education, 14(4), 1060. https://doi.org/10.3926/jotse.2682
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin.
Chen, C.-H., & Chu, Y.-R. (2024). VR-assisted inquiry-based learning to promote students’ science learning achievements, sense of presence, and global perspectives. Education and Information Technologies, 29(15), 19421–19441. https://doi.org/10.1007/s10639-024-12620-3
Chengere, A. M., Bono, B. D., Zinabu, S. A., & Jilo, K. W. (2025). Enhancing secondary school students’ science process skills through guided inquiry-based laboratory activities in biology. PLOS ONE, 20(4), e0320692. https://doi.org/10.1371/journal.pone.0320692
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Daniel, A., Gebeyhu, D., Assefa, S., & Abate, T. (2025). The holistic effect of nature of science and science process skills on students’ conceptual and procedural knowledge and motivation within the context of modified guided discovery in physics laboratory. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2708. https://doi.org/10.29333/ejmste/17035
Dewi, N. W. R. U., & Kim, M. (2025). Basic Inquiry and Integrated Science Process Skills in Digital-Related Experiments Within Physics Textbooks of South Korea, The United Kingdom, and Indonesia. Journal of Baltic Science Education, 24(5), 860–877. https://doi.org/10.33225/jbse/25.24.860
Georgiou, Y., & Kyza, E. A. (2023). Fostering Chemistry Students’ Scientific Literacy for Responsible Citizenship through Socio-Scientific Inquiry-Based Learning (SSIBL). Sustainability, 15(8), 6442. https://doi.org/10.3390/su15086442
Hacıeminoğlu, E., Yıldız, N. G., & Şeker, R. (2022). Factors Related to Cognitive Reasoning of Pre-Service Teachers’ Science Process Skills: Role of Experiments at Home on Meaningful Learning. Sustainability, 14(13), 7703. https://doi.org/10.3390/su14137703
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hamizi, M. A. A. M., & Mokmin, N. A. M. (2025). Enhancing secondary biology learning through guided and problem-based virtual reality: effects on interest, concentration, and performance. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13840-x
Hammer, M., & Avram, E. M. G. (2024). Online Interactive Activity: Using a Web-Based Multimedia Activity to Teach Balancing Chemical Equations. Journal of Chemical Education, 101(10), 4510–4516. https://doi.org/10.1021/acs.jchemed.4c00786
Handoyo, K. J., Wisnuwardana, C. J., Austen, A., & Permana, F. (2024). Molecule World: Enhancing chemistry education through web-based augmented reality using Assemblr. Procedia Computer Science, 245, 1249–1258. https://doi.org/10.1016/j.procs.2024.10.354
Hikmah, N., Yamtinah, S., Ashadi, & Indriyanti, N. Y. (2018). Chemistry teachers’ understanding of science process skills in relation of science process skills assessment in chemistry learning. Journal of Physics: Conference Series, 1022, 012038. https://doi.org/10.1088/1742-6596/1022/1/012038
Hinostroza, J. E., Armstrong-Gallegos, S., & Villafaena, M. (2024). Roles of digital technologies in the implementation of inquiry-based learning (IBL): A systematic literature review. Social Sciences & Humanities Open, 9, 100874. https://doi.org/10.1016/j.ssaho.2024.100874
Hsu, C.-C., Chiu, C.-H., Lin, C.-H., & Wang, T.-I. (2015). Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry. Computers & Education, 91, 46–59. https://doi.org/10.1016/j.compedu.2015.09.009
Hu, B., Zhu, L., & Bi, H. (2024). Effect of Computer Simulations on Student Ability to Translate Chemical Representations When Learning the Particulate Nature of Matter Concept. Journal of Chemical Education, 101(10), 4149–4160. https://doi.org/10.1021/acs.jchemed.4c00964
Idul, J. J. A., Jaculbe, Q. M. I., Lucine, N. S., Canama, M. D., Galve, M. D., Sayson, C. L., Suico, M. P., Santiago, K. Z. D., & Walag, A. M. P. (2025). Green Modules: Integrating Green and Sustainable Chemistry Principles to Secondary Chemistry Modules through Process-Oriented Guided Inquiry Learning. Journal of Chemical Education, 102(3), 1104–1116. https://doi.org/10.1021/acs.jchemed.4c01360
Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x
Karpudewan, M., & Kulandaisamy, Y. (2018). Malaysian teachers’ insights into implementing green chemistry experiments in secondary schools. Current Opinion in Green and Sustainable Chemistry, 13, 113–117. https://doi.org/10.1016/j.cogsc.2018.06.015
Khuadthong, B., Rattanapong, T., Imjai, N., & Aujirapongpan, S. (2025). Sustainable tourism awareness in Thai Gen Z tourists: Roles and themes associated with scientific literacy and sociological and critical thinking skills. Journal of Hospitality and Tourism Management, 64, 101316. https://doi.org/10.1016/j.jhtm.2025.101316
Lai, A., Chen, C., & Lee, G. (2019). An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232–247. https://doi.org/10.1111/bjet.12716
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310
Lembens, A., Heinzle, G., Tepla, A., Maulide, N., Preinfalk, A., Kaiser, D., & Spitzer, P. (2022). SpottingScience – a digital learning environment to introduce Green Chemistry to secondary students and the public. Chemistry Teacher International, 4(2), 143–154. https://doi.org/10.1515/cti-2021-0025
Lin, X.-F., Hwang, G.-J., Wang, J., Zhou, Y., Li, W., Liu, J., & Liang, Z.-M. (2023). Effects of a contextualised reflective mechanism-based augmented reality learning model on students’ scientific inquiry learning performances, behavioural patterns, and higher order thinking. Interactive Learning Environments, 31(10), 6931–6951. https://doi.org/10.1080/10494820.2022.2057546
Linkwitz, M., & Eilks, I. (2022). An Action Research Teacher’s Journey while Integrating Green Chemistry into the High School Chemistry Curriculum. Sustainability, 14(17), 10621. https://doi.org/10.3390/su141710621
Listyarini, R. V., Pamenang, F. D. N., Harta, J., Wijayanti L.W., Asy’ari M., & Lee W. (2019). The Integration of Green Chemistry Principles into Small Scale Chemistry Practicum for Senior High School Students. Jurnal Pendidikan IPA Indonesia, 8(3), 371–378. https://doi.org/10.15294/jpii.v8i3.19250
López-Fernández, M. D. M., Cano-Iglesias, M. J., & Franco-Mariscal, A. J. (2025). Chemistry inquiry conducted by secondary school students into material degradation in the context of sustainability. RSC Sustainability, 3(9), 3997–4019. https://doi.org/10.1039/D5SU00176E
Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–386.
Maison, Darmaji, Astalini, Kurniawan, D. A., & Indrawati, P. S. (2019). Science Process Skills and Motivation. Humanities & Social Sciences Reviews, 7(5), 48–56. https://doi.org/10.18510/hssr.2019.756
Mamlok-Naaman, R., & Mandler, D. (2020). Education for Sustainable Development in High School through Inquiry-Type Socio-Scientific Issues (p. 69–78). https://doi.org/10.1021/bk-2020-1344.ch006
Mashami, R. A., Ahmadi, & Pahriah. (2025). Green chemistry and cultural wisdom: A pathway to improving scientific literacy among high school students. Social Sciences & Humanities Open, 11, 101653. https://doi.org/10.1016/j.ssaho.2025.101653
Mayer, R. E. (2021). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781108894333
Moon, A., Stanford, C., Cole, R., & Towns, M. (2017). Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation. Journal of Research in Science Teaching, 54(10), 1322–1346. https://doi.org/10.1002/tea.21407
Mutlu, A. (2020). Evaluation of students’ scientific process skills through reflective worksheets in the inquiry-based learning environments. Reflective Practice, 21(2), 271–286. https://doi.org/10.1080/14623943.2020.1736999
Nedungadi, P., Malini, P., & Raman, R. (2015). Inquiry Based Learning Pedagogy for Chemistry Practical Experiments Using OLabs (p. 633–642). https://doi.org/10.1007/978-3-319-11218-3_56
OECD. (2023). PISA 2022 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en
Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2023). Guided inquiry-based learning in secondary-school chemistry classes: a case study. Chemistry Education Research and Practice, 24(1), 50–70. https://doi.org/10.1039/D2RP00110A
OECD. (2023). PISA 2022 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en
Pedaste, M., et al. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Peperkorn, Y., Buschmann, J.-K., & Schwedler, S. (2024). Comparing drawing tasks and elaborate single-choice questions in simulation-based learning: how do they facilitate students’ conceptual understanding on chemical equilibria? Chemistry Education Research and Practice, 25(4), 1030–1051. https://doi.org/10.1039/D3RP00113J
Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? critique and recommendations. Research in Nursing & Health, 29(5), 489–497. https://doi.org/10.1002/nur.20147
Potier, D. N. (2023). The Use of Guided Inquiry to Support Student Progress and Engagement in High School Chemistry. Journal of Chemical Education, 100(2), 1033–1038. https://doi.org/10.1021/acs.jchemed.2c00793
Quinn, F., Elliott, S., Taylor, N., & Littledyke, M. (2015). Education for Sustainability in Primary Science Education. In Educating for Sustainability in Primary Schools (p. 91–119). SensePublishers. https://doi.org/10.1007/978-94-6300-046-8_6
Quiroz-Martinez, D., & Rushton, E. A. C. (2025). Teaching high school chemistry through education for sustainability: a collaborative case study from Chile. Environmental Education Research, 1–18. https://doi.org/10.1080/13504622.2025.2573145
Reyes, K. M. D., Bruce, K., & Shetranjiwalla, S. (2023). Green Chemistry, Life Cycle Assessment, and Systems Thinking: An Integrated Comparative-Complementary Chemical Decision-Making Approach. Journal of Chemical Education, 100(1), 209–220. https://doi.org/10.1021/acs.jchemed.2c00647
Sailaubay, A., Myrzakhmetova, N., Tunçel, M., & Kishibayev, K. (2024). Analysis of the Relationships Between University Students’ Laboratory Self-Efficacy Beliefs, Science Process Skills and Achievement in Chemistry Courses. Journal of Curriculum Studies Research, 6(2), 36–51. https://doi.org/10.46303/jcsr.2024.1
Senisum, M., Susilo, H., Suwono, H., & Ibrohim. (2022). GIReSiMCo: A Learning Model to Scaffold Students’ Science Process Skills and Biology Cognitive Learning Outcomes. Education Sciences, 12(4), 228. https://doi.org/10.3390/educsci12040228
Stiller, C., & Wilde, M. (2025). Full-Structured or Supported by Incremental Scaffolds? Effects on Perceived Competence and Motivation. The Journal of Experimental Education, 93(2), 239–260. https://doi.org/10.1080/00220973.2023.2269128
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5
Szalay, L., Tóth, Z., Borbás, R., & Füzesi, I. (2023). Scaffolding of experimental design skills. Chemistry Education Research and Practice, 24(2), 599–623. https://doi.org/10.1039/D2RP00260D
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Training Teachers of Exceptional Children: A Sourcebook. Indiana University, Bloomington: Center for Innovation in Teaching the Handicapped.
Tseng, Y.-J., Hong, Z.-R., & Lin, H. (2022). Advancing students’ scientific inquiry performance in chemistry through reading and evaluative reflection. Chemistry Education Research and Practice, 23(3), 616–627. https://doi.org/10.1039/D1RP00246E
Vo, D. Van, & Simmie, G. M. (2025). Assessing Scientific Inquiry: A Systematic Literature Review of Tasks, Tools and Techniques. International Journal of Science and Mathematics Education, 23(4), 871–906. https://doi.org/10.1007/s10763-024-10498-8
Widyantoro, C., Han, J. Y., Ong, J. S. H., Goh, K. H., & Fung, F. M. (2025). Teaching Sustainability through Green Chemistry: An Experiential Learning Approach. Journal of Chemical Education, 102(7), 2743–2754. https://doi.org/10.1021/acs.jchemed.4c01476
Zidny, R., Laraswati, A. N., & Eilks, I. (2021). A Case Study on Students’ Application of Chemical Concepts and Use of Arguments in Teaching on the Sustainability-Oriented Chemistry Issue of Pesticides Use Under Inclusion of Different Scientific Worldviews. Eurasia Journal of Mathematics, Science and Technology Education, 17(7), em1981. https://doi.org/10.29333/ejmste/10979
Downloads
Arquivos adicionais
Publicado
Edição
Seção
Licença
Copyright (c) 2026 Syarifah Rita Zahara, Sirry Alvina, Riska Imanda, Mellyzar Mellyzar
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
A IENCI é uma revista de acesso aberto (Open Access), sem que haja a necessidade de pagamentos de taxas, seja para submissão ou processamento dos artigos. A revista adota a definição da Budapest Open Access Initiative (BOAI), ou seja, os usuários possuem o direito de ler, baixar, copiar, distribuir, imprimir, buscar e fazer links diretos para os textos completos dos artigos nela publicados.
O autor responsável pela submissão representa todos os autores do trabalho e, ao enviar o artigo para a revista, está garantindo que tem a permissão de todos para fazê-lo. Da mesma forma, assegura que o artigo não viola direitos autorais e que não há plágio no trabalho. A revista não se responsabiliza pelas opiniões emitidas.
Todos os artigos são publicados com a licença Creative Commons Atribuição-NãoComercial 4.0 Internacional. Os autores mantém os direitos autorais sobre suas produções, devendo ser contatados diretamente se houver interesse em uso comercial dos trabalhos.
