EXARIS Model Development: Enhancing Elementary Scientific and Digital Literacy

Background/purpose. Study addresses the problem of low scientific and digital literacy among Grade 6 students (Phase C) in the IPAS (Science and Social Studies) subject under the Merdeka Curriculum, particularly in the theme “Our Endangered Earth.” The main purpose of the study is to develop and evaluate the EXARIS learning model (Exploration, Analysis, Reflection, Integration, Sharing) as an innovative solution that enhances both scientific and digital literacy, aligned with 21st-century learning demands and curriculum goals.

Materials/methods. The EXARIS model was developed using a systematic instructional design approach based on the ADDIE framework (Analysis, Design, Development, Implementation, and Evaluation). Validation was conducted through expert review, while practicality was assessed by classroom teachers. The model's effectiveness was measured using a quasi-experimental design with a Paired Samples T-Test dan Anacova One Way.

Results. The expert validation showed a high level of validity (average score = 3.85 on a 4-point scale). Practicality testing indicated that teachers found the model easy to implement (average score = 3.70). Effectiveness testing revealed significant improvements in students’ digital literacy (Mean Difference = 1.79, p < 0.001) and scientific literacy (Mean Difference = 1.65, p < 0.05).

Conclusion. The EXARIS learning model is valid, practical, and effective for improving scientific and digital literacy among Grade 6 students in the IPAS subject within the Merdeka Curriculum. This model offers an innovative pedagogical strategy to strengthen students' foundational competencies and meet the needs of 21st-century education.

Keywords: Digital Literacy, Elementary Education, EXARIS Learning Model, Instructional Design, Merdeka Curriculum, Scientific Literacy

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