Web-Based Interactive Multimedia as A Catalyst for Science Process Skills and Scientific Literacy in Inquiry-Based Learning

Abstract

This study examined the role of Web-Based Interactive Multimedia Learning (WIML) as a catalyst for enhancing students’ Science Process Skills (SPS) and Scientific Literacy (SL) within inquiry-based chemistry learning on Green Chemistry topics. Grounded in inquiry learning theory and multimedia learning principles, a quasi-experimental non-equivalent control group design was employed with 157 senior high school students in North Aceh, Indonesia. Both groups engaged in equivalent inquiry cycles, while the experimental group was supported by WIML features, including interactive visualizations, simulations, inquiry prompts, and automated feedback. SPS were assessed through structured classroom observation using a validated seven-indicator rubric, and SL improvement was measured using normalized N-gain scores. The results showed that the experimental group demonstrated significantly higher SPS engagement (Mann–Whitney U, p < 0.001, r = 0.71) and greater SL gains (mean N-gain = 0.52) compared to the control group (0.40). These findings indicate that WIML enhances inquiry enactment, strengthens evidence-based reasoning, and supports more inclusive learning trajectories without altering inquiry fidelity. The study highlights the pedagogical value of multimedia-supported inquiry for promoting sustainable chemistry education.