Teachers' Perceptions of the PIL-SMART Model: A Semlj Analysis of its Influence on Science and Environmental Literacy in Early Childhood Education.

Q2 Pharmacology, Toxicology and Pharmaceutics

F1000Research Pub Date : 2026-08-19 eCollection Date: 2026-01-01 DOI:10.12688/f1000research.181997.2

Nita Priyanti, Chandra Apriyansyah, Tedy Andrian

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Abstract

Background: Science and environmental literacy are foundations for children's scientific thinking and ecological awareness. However, integrated learning approaches connecting these competencies remain limited in early childhood education. This study examined associations among teachers' perceptions of Project-Inquiry Learning integrating Science, Mathematics, Art, Religion, and Technology (PIL-SMART), teacher-rated science literacy, and teacher-rated environmental literacy.

Methods: A cross-sectional survey involved 200 teachers from 125 early childhood education institutions in Bekasi City, West Java, Indonesia. Participants were selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire measuring three constructs. Reliability analysis, Confirmatory Factor Analysis, and Structural Equation Modeling were conducted using Jamovi with the SEMLj module. Following measurement-model evaluation, 28 indicators were retained: ten for PIL-SMART, nine for science literacy, and nine for environmental literacy.

Results: The model demonstrated fit, χ ² (347) = 408, p = 0.014, CFI = 0.980, TLI = 0.978, RMSEA = 0.030 (95% CI: 0.014-0.041), and SRMR = 0.049. PIL-SMART perceptions were positively associated with science literacy (β = 0.744, p < 0.001) and environmental literacy (β = 0.266, p = 0.006). Science literacy was positively associated with environmental literacy (β = 0.517, p < 0.001). The indirect association through science literacy was significant (β = 0.384, p < 0.001), indicating partial mediation.

Conclusion: Favourable perceptions of PIL-SMART were associated with higher teacher ratings of children's science and environmental literacy. Because this cross-sectional study used teacher-reported measures, the findings indicate associations rather than causal effects. Future studies should use child assessments, classroom observations, and longitudinal or experimental designs.

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教师对PIL-SMART模式的认知：对幼儿教育科学与环境素养影响的半实证分析

背景：科学和环境素养是儿童科学思维和生态意识的基础。然而，在幼儿教育中，将这些能力联系起来的综合学习方法仍然有限。本研究考察了教师对整合科学、数学、艺术、宗教和技术的项目探究学习（PIL-SMART）的看法、教师评价的科学素养和教师评价的环境素养之间的关系。方法：对印度尼西亚西爪哇省勿加西市125所幼儿教育机构的200名教师进行横断面调查。参与者通过有目的的抽样选择。数据收集使用五点李克特量表问卷测量三个构念。使用Jamovi和SEMLj模块进行可靠性分析、验证性因子分析和结构方程建模。在测量模型评估之后，保留了28个指标：10个用于PIL-SMART， 9个用于科学素养，9个用于环境素养。结果：模型拟合，χ 2 (347) = 408, p = 0.014, CFI = 0.980, TLI = 0.978, RMSEA = 0.030 (95% CI: 0.014 ~ 0.041), SRMR = 0.049。结论：良好的知识智能认知与教师对儿童科学和环境素养的较高评价相关。由于这项横断面研究使用了教师报告的测量方法，因此研究结果表明了关联而不是因果关系。未来的研究应采用儿童评估、课堂观察和纵向或实验设计。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

F1000Research Pharmacology, Toxicology and Pharmaceutics-Pharmacology, Toxicology and Pharmaceutics (all)

CiteScore

5.00

自引率

0.00%

发文量

1646

审稿时长

1 weeks

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