This study aims to describe interactive e-book effectiveness of improving students's scientific literacy skills during the Covid-19 pandemic. This research type is quantitative descriptive with one group pretest-posttest design. The research subjects were 23 students of class VIII SMP Piri 1 Yogyakarta. The results showed that after using IPA Interactive e-book, scientific literacy skills could increase significantly. The increase in students' scientific literacy skills in competency dimensions increased by 40% and it has increased by 30% in the knowledge dimension. It can be concluded that interactive science e-book is effective for improving students' scientific literacy skills. Keywords: interactive e-book, scientific literacy, covid-19

Currently, all sectors of life are limited, working from home to schooling from home due to the spread of the coronavirus or covid-19. Many victims have died due to contracting this virus. Therefore, all activities that create crowds are tightened and reduced, all students from elementary level to college level are learning online through the help of technological sophistication. From the existing prolems, in the article, we provide a systematic literature review that analyzes the use of AR technology concerning the natural science context to highlight the importance of the role for students, therefore it can be used as learning support during the Covid-19 pandemic. We use the approach developed by Tranfield to conduct a systematic literature review, which followed the selection of articles that fit the keyword and analyzed in depth. The resulting development of AR can be used in learning as a means of making it easier for students to understand concepts that are considered abstract, so that it can improve knowledge, motivation, achievement, and experience for students.

Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.