Improving Elementary School Students' Science Literacy through Office Sway Interactive Learning Media

This study aims to develop an interactive learning media based on Office Sway to enhance the science literacy of fourth-grade students at Elementary School. The method employed is Research and Development (R&D) using the APPED development model, which consists of five stages: needs analysis, design (including creating outlines, flowcharts, screen designs, and storyboards); media production; evaluation through ongoing alpha testing and beta testing; and dissemination through product trials and media distribution. The research results indicate that the developed media has a validity level of 86.38%, showing high suitability for learning. The students' science literacy skills improved significantly, with an average pretest score of 40.4 and a posttest score of 76.37, indicating a moderate increase category. The students' responses to the media were very positive, with a feasibility percentage reaching 96.74%. These findings confirm that the interactive learning media based on Office Sway effectively supports science literacy in digital-era learning. Educational institutions and teachers should assess how student demographics affect the effectiveness of Office Sway and compare it with other digital platforms to find the best fit. Additionally, fully integrating Office Sway into the curriculum and understanding its psychological impact on students is crucial for maximizing its educational benefits. This study's contribution shows Office Sway as an effective interactive learning tool for improving students' science literacy. The findings invite educational institutions and teachers to evaluate the influence of student demographics on Office Sway's effectiveness and compare it with other digital platforms to optimize its use in the learning process.