<![CDATA[The Industrial Revolution 4.0 demands 21st-century competencies, particularly scientific literacy, which remains low in Indonesia as evidenced by the 2022 PISA score of 383, well below the OECD average of 485. One approach is to develop interactive learning materials that integrate Problem-Based Learning (PBL) and Education for Sustainable Development (ESD). This study aims to examine teachers’ perspectives on the need for a PBL-based e-worksheet oriented toward ESD in the bioadsorbent context, determine its design and validation results, and evaluate students’ scientific literacy profile on a limited trial. This study employed a Design and Development Research (DDR) approach with three stages: planning, production, and evaluation. The planning stage involved a needs-analysis questionnaire administered to chemistry teachers at several public high schools in Bandung, followed by an analysis of Merdeka Curriculum learning outcomes, ESD dimensions, and the PISA 2025 scientific literacy framework. The production stage involved designing the e-worksheet in Canva, converting it via Liveworksheets, and validating it with four chemistry validators. The evaluation stage was conducted through a limited trial involving 16 12th-grade high school students at SMA Negeri 1 Margahayu. Results showed that all teachers considered the use of banana peels as a heavy-metal bioadsorbent highly relevant for Macromolecule learning in Phase F and in need of further development. Validation results for content, instruction, language, and appearance ranged from 97% to 100%, placing them in the very good category. The limited trial revealed students’ scientific literacy profiles across all PBL stages in the good-to-very-good category, encompassing content, procedural, and epistemic knowledge, as well as competencies in explaining phenomena scientifically, designing investigations, and using scientific information for decision-making. These findings confirm that the developed e-worksheet is a promising pedagogical tool for enhancing scientific literacy through real-world sustainability issues in chemistry learning.]]>
