Strengthening Scientific Literacy via Differentiated Learning with Virtual Laboratory-Based Interactive Media

Abstract

This study aimed to develop and validate an interactive virtual laboratory (VL) incorporating differentiated instructional (DI) features to support the scientific literacy of Grade VIII students in Indonesia. The research employed the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) development model, consisting of analysis, design, development, implementation, and evaluation phases. Validation was conducted by three experts, yielding average scores between 84.8% and 87.0%, indicating a “very valid” category. Practicality testing was carried out in three junior high schools—SMPN 1 Wonosari, SMPN 4 Tilamuta, and SMPN 1 Tilango—showing high implementation levels (85%–88%) and positive student responses (78%–80%), categorized as “good.” The effectiveness evaluation focused on selected scientific-literacy indicators, namely explaining scientific phenomena, drawing evidence-based conclusions, and identifying scientific issues. The results showed positive learning gains, with N-Gain values ranging from 0.74 to 0.85 (high category), while student activity levels exceeded 77%. DI features were incorporated through flexible learning pathways, multiple representations, and scaffolding supports intended to accommodate diverse student needs, abilities, and learning preferences. Student-response and classroom-observation data indicated positive levels of participation and engagement during implementation. Because the study employed developmental field trials without comparison groups, the findings should be interpreted as evidence of product validity, practicality, and promising implementation outcomes rather than definitive evidence of causal effectiveness. Overall, the interactive VL demonstrated strong validity, high practicality, and encouraging potential for supporting scientific-literacy learning, particularly in educational settings with limited laboratory resources.