From Taxonomy to Sustainability: Utilizing Articulate Storyline Platform in Middle School Science

Abstract

Biodiversity is a critical component of Education for Sustainable Development (ESD), yet traditional taxonomy teaching in schools often fails to connect it with broader sustainability issues. This study investigates the impact of using the Articulate Storyline platform to integrate sustainability into middle school science taxonomy lessons. A quasi-experimental design was used with 60 students in Bandung, Indonesia. The experimental group (n = 30) received three storytelling-based lessons related to sustainability, while the control group (n = 30) received traditional taxonomy instruction. Results showed that the experimental group demonstrated significantly higher conceptual mastery (M = 73.3) compared to the control group (M = 59.3), with a large effect size (Cohen's d = 1.05). Additionally, students in the experimental group reported a more positive attitude towards the material. These findings suggest that integrating storytelling and sustainability into taxonomy education can enhance both understanding and engagement, providing a model for future curriculum design.