<![CDATA[Scientific literacy is a fundamental competency that should be developed from elementary school. However, Indonesian students’ scientific literacy remains below the international average. Previous studies have generally examined peer support and digital teaching separately, leaving limited evidence on how students’ perceptions of these two learning resources jointly predict scientific literacy at the elementary level. This study examined the partial and simultaneous relationships of perceived peer support and teachers’ interactive digital teaching style with elementary students’ scientific literacy. The study used a quantitative correlational-regression design involving 58 students from Classes VA and VB at a public elementary school in East Java, selected through cluster random sampling. Data were collected using two perception questionnaires and a scientific literacy test based on PISA indicators. Descriptive statistics, prerequisite tests, Pearson correlation, and multiple linear regression were used for analysis. Both predictors were positively and significantly related to scientific literacy and jointly explained 63.5% of its variance. Teachers’ interactive digital teaching style showed a stronger standardized contribution than peer support. These findings extend scientific literacy research by positioning peer support as a social learning resource and interactive digital teaching as an instructional resource within the same predictive model. They also highlight the need to strengthen teachers’ digital competence and supportive peer interaction.]]>
