<![CDATA[Scientific literacy is an essential competency that needs to be developed from the elementary school level because it enables students to understand scientific phenomena, use evidence, interpret data, and make evidence-based decisions. This study aimed to examine the effectiveness of Digital Inquiry-Based Learning (DIBL) based on environmental problems in improving elementary school students’ scientific literacy. A quantitative approach was employed using a quasi-experimental pretest-posttest control group design. The participants consisted of 60 elementary school students, divided equally into an experimental group (n = 30) and a control group (n = 30). The experimental group received Digital Inquiry-Based Learning based on environmental problems, while the control group received conventional instruction. Data were collected using a scientific literacy test covering three competencies: explaining phenomena scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically. Based on the simulated dataset, the experimental group achieved a mean pretest score of 52.47 and a mean posttest score of 80.90, whereas the control group obtained mean scores of 49.07 and 61.20, respectively. The normalized gain was 0.604 for the experimental group and 0.240 for the control group. An independent-samples t-test indicated a statistically significant difference between the two groups, t(58) = 10.627, p < .001. Cohen’s d was 2.744, indicating a very large effect. These findings suggest that integrating digital technology, inquiry-based learning, and authentic environmental problems can provide an effective learning environment for developing elementary students’ scientific literacy.]]>
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