Advancing SDG 4 Through AI-Integrated Deep Learning Project-Based Learning: Enhancing Critical Thinking Skills and Scientific Literacy Among Primary School Teacher Education Students
DOI:
10.29303/jppipa.v12i6.15005Published:
2026-07-20Downloads
Abstract
This study examined the effect of an AI-integrated Deep Learning Project-Based Learning model on the critical thinking skills and scientific literacy of Primary School Teacher Education students at a university in Indonesia. A quasi-experimental non-equivalent control group design was employed involving 156 students, with 78 students in the experimental group and 78 students in the control group. Data were collected through critical thinking tests, scientific literacy tests, and a learning engagement questionnaire, then analysed using independent samples t-tests, N-Gain, Cohen’s d, and SEM-PLS. The experimental group achieved higher mean scores in critical thinking skills than the control group (84.28 vs. 71.33) and higher scientific literacy scores (83.10 vs. 71.50). The N-Gain values for critical thinking were 0.71 in the experimental group and 0.46 in the control group, while scientific literacy N-Gain values were 0.69 and 0.47, respectively. Cohen’s d values indicated very large effects for critical thinking skills (4.23) and scientific literacy (4.04). SEM-PLS showed positive relationships between the learning model and engagement (β = 0.72), engagement and critical thinking (β = 0.55), engagement and scientific literacy (β = 0.52), as well as direct effects on critical thinking (β = 0.68) and scientific literacy (β = 0.65). These findings indicate that the model supports meaningful, technology-enhanced learning.
Keywords:
Artificial intelligence Critical thinking skills Deep learning Learning engagement Project-based learning Scientific literacyReferences
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