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Abstract

This study aims to improve seventh-grade junior high school students’ scientific literacy through the use of the science-poly game on the topic of motion. The learning process was implemented using the lesson study approach, which consists of three stages: plan, do, and see. In the planning stage, teachers collaboratively designed learning activities and literacy-based questions integrated into the science-poly game. During the implementation stage, students participated in the game while engaging with scientific problems that required them to analyze questions, identify key scientific terms, and formulate conclusions. In the reflection stage, teachers discussed the learning outcomes and evaluated the effectiveness of the learning process. The science-poly game was designed as an interactive learning medium that integrates game-based activities with scientific literacy tasks. The results show that all stages of the lesson study were successfully carried out and supported collaborative teacher reflection. The implementation of the science-poly game helped facilitate students’ engagement and supported the development of their scientific literacy skills. This is indicated by students’ ability to understand scientific questions (56 percent), identify key scientific terms (59%), and connect these key terms to construct scientific conclusions (44 percent). Based on these findings, the science-poly game can be considered an alternative learning medium that supports the development of scientific literacy among seventh-grade junior high school students, particularly in learning the concept of motion.

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