<![CDATA[This study was designed to examine the effectiveness of using interactive digital storytelling to enhance the scientific literacy of fifth-grade students in the Natural and Social Sciences (IPAS) subject. A quantitative approach was employed using a quasi-experimental design with a non-equivalent control group (pretest-posttest). The study population consisted of all fifth-grade students at SDN Ciantra 01 during the 2025/2026 academic year; a sample of 80 students was selected via purposive sampling and divided into an experimental group (Class V-C) and a control group (Class V-E). Data were collected using a 20-item multiple-choice test and analyzed using the Independent Samples T-test, N-Gain, and Effect Size (Cohen’s d). The analysis revealed a significant difference in scientific literacy between the two groups (Sig. < 0.01). The experimental group, utilizing this interactive learning medium, achieved a mean posttest score of 86.38 with an N-Gain of 0.8012 (high/effective category). In contrast, the control group, receiving conventional instruction, obtained a mean posttest score of 74.75 and an N-Gain of 0.5789 (moderate category). The magnitude of the medium's impact was confirmed by an Effect Size of 1.146 (large category). It can be concluded that the use of interactive digital storytelling significantly improves the scientific literacy skills of elementary school students in IPAS lessons.]]>
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