Physics learning using web-based conservation learning model for scientific and environmental literacy: Student responses and activities

This study investigates the implementation of a Web-Based Conservation Learning Model in physics education and its impact on students’ scientific and environmental literacy. The research specifically analyzes two key aspects: students’ responses to the learning model and their engagement in structured learning activities over four instructional sessions. The model was designed to integrate environmental issues into physics instruction through an interactive web-based platform that supports observation, analysis, problem-solving, and communication competencies. Quantitative data were obtained from a student response questionnaire and observational records of activity participation. The results indicate a high level of student approval, with 100% expressing interest in the learning process and over 90% reporting that the model helped them better understand scientific and environmental concepts. In parallel, student activity data demonstrated a consistent upward trend across all five core activities. For instance, participation in analytical thinking and solution development increased from 69.44% in the first session to 79.17% in the fourth, while engagement in environmental observation reached 100%. These findings suggest that the Web-Based Conservation Learning Model effectively promotes active, meaningful, and literacy-oriented learning. By combining web-based interactivity with real-world environmental contexts, the model aligns well with the pedagogical goals of 21st-century science education and the broader objectives of Education for Sustainable Development (ESD).