The Impact of the Integrated Project-Based and 4C-Scaffolding (Pj4CS) Model on Learners’ Digital Literacy in Biology

Astuti Muh Amin; Fitriyah Karmila; Dian Rahma; Ningsi H. Hama; Romi Adiansyah; Noor Hujjatusnaini

doi:10.2991/978-2-38476-402-0_6

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The Impact of the Integrated Project-Based and 4C-Scaffolding (Pj4CS) Model on Learners’ Digital Literacy in Biology

Authors

Astuti Muh Amin¹^{, *}, Fitriyah Karmila¹, Dian Rahma¹, Ningsi H. Hama¹, Romi Adiansyah², Noor Hujjatusnaini³

¹Departement of Biology Education, FTIK, IAIN Ternate, Ternate City, North Maluku, Indonesia

²Departement of Biology Education, FKIP, Universitas Muhammadiyah Bone, Bone, South Sulawesi, Indonesia

³Departement of Biology Education, FTIK, IAIN Palangkaraya, Palangkaraya, Central Kalimantan, Indonesia

^*Corresponding author. Email: astutimuhamin@iain-ternate.ac.id

Corresponding Author

Astuti Muh Amin

Available Online 14 May 2025.

DOI: 10.2991/978-2-38476-402-0_6 How to use a DOI?
Keywords: Digital Literacy in Biology; Instructional Model; Pj4CS
Abstract: The primary objective of higher education is to cultivate graduates who possess a wide range of skills necessary for success in the contemporary job market. Thus, educators must develop the ability to create engaging educational experiences, foster self-directed learning, incorporate the 4C global competences, and promote digital literacy within the classroom setting. Pj4CS is an instructional model that prioritizes the development of learners’ critical thinking, communication, teamwork, creativity, and digital literacy skills. The present study examined the impact of the project-based learning approach combined with 4C-scaffolding (Pj4CS) on college students’ digital literacy in biology. This study used a quasi-experimental design. The research sample consisted of 22 pre-service biology teachers. Data were collected using a questionnaire on digital literacy in biology and subjected to both descriptive and inferential analysis. The statistical analysis revealed a t-value of 84.068, with a significance level of 0.000. The mean score on the pretest was 35.47 and the mean score on the post-test was 84.08 with an N-Gain score of 0.753, indicating a substantial increase in participants’ digital literacy in biology. Based on the findings, it can be inferred that the Pj4CS model had a significant impact on learners’ digital literacy in biology. It is anticipated that the utilization of this instructional model will have ramifications for enhancing the quality of higher education.
Copyright: © 2025 The Author(s)
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title: Proceedings of The 3rd International Conference on Mathematics and Science Education (ICMSE-2024)
Series: Advances in Social Science, Education and Humanities Research
Publication Date: 14 May 2025
ISBN: 978-2-38476-402-0
ISSN: 2352-5398
DOI: 10.2991/978-2-38476-402-0_6 How to use a DOI?
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

ris enw bib

TY  - CONF
AU  - Astuti Muh Amin
AU  - Fitriyah Karmila
AU  - Dian Rahma
AU  - Ningsi H. Hama
AU  - Romi Adiansyah
AU  - Noor Hujjatusnaini
PY  - 2025
DA  - 2025/05/14
TI  - The Impact of the Integrated Project-Based and 4C-Scaffolding (Pj4CS) Model on Learners’ Digital Literacy in Biology
BT  - Proceedings of The 3rd International Conference on Mathematics and Science Education (ICMSE-2024)
PB  - Atlantis Press
SP  - 44
EP  - 53
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-402-0_6
DO  - 10.2991/978-2-38476-402-0_6
ID  - Amin2025
ER  -

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