Needs Analysis of SCROLY (Case Study and Role Playing) in Science Learning: Environmental Issues of Global Warming

Abstract

Science education at the junior high school level often lacks functionality and meaningfulness due to minimal student engagement and the absence of relevant scientific context in classroom activities. This study aims to identify (1) students’ prior knowledge and awareness of environmental issues and (2) the teaching methods commonly employed by science teachers. Data were collected through questionnaires distributed to 47 students and 32 science teachers from various schools. Results showed that 70.2% of students had read about environmental issues, 57.4% had discussed them with peers, and 85.1% expressed concern for the environment, indicating strong awareness and interest. However, 71.9% of teachers reported relying on the lecture method, leading to monotonous instruction. To address this gap, the SCROLY model—an instructional approach combining case study and role playing—was designed to enhance learning experiences. In this model, students are positioned as investigative teams, scientists, and policy makers to explore and respond to global warming issues. This approach encourages active participation, critical thinking, and contextual understanding of science. The findings suggest that integrating relevant real-world issues through interactive methods like SCROLY can significantly increase student engagement and make science learning more meaningful and applicable to students’ everyday lives.