Integrating Project-Based Green Education Learning in Environmental Chemistry Courses: An Innovative Strategy to Foster 21st-Century Skills and Digital Literacy of Pre-Service Chemistry Teachers

Novike Bela Sumanik; Nenny Indrawati; Nurhidayah; Rezky Uspayanti; Selestina Kostaria  Jua; Henie Poerwandar Asmaningrum; Ermy Dikta Sumanik

doi:10.56741/IISTR.jpes.001641

Authors

Novike Bela Sumanik
sumanik_fkip@unmus.ac.id
Universitas Negeri Makassar
Nenny Indrawati Universitas Negeri makassar
Nurhidayah Universitas Negeri Makassar
Rezky Uspayanti Universitas Musamus
Selestina Kostaria Jua Universitas Musamus
Henie Poerwandar Asmaningrum Universiti Malaya
Ermy Dikta Sumanik Universitas Ottow Geissler

Keywords:

21st-Century Skills, Digital Literacy, Green Education, Pre-Service, Project-Based Learning

Abstract

The digital era requires pre-service teachers to possess digital literacy that is integrated with environmental awareness values. A crucial issue that emerges is the limited ability of pre-service chemistry teachers to combine critical thinking, creativity, collaboration, and communication with digital technology skills to address environmental problems innovatively. Previous studies have demonstrated the effectiveness of Project-Based Learning (PjBL) in enhancing 21st-century skills; however, a research gap remains in integrating green education values with strengthened digital literacy within the context of environmental chemistry learning. This study aimed to analyze the effectiveness of integrating YouTube-based PjBL with a Green Education approach in improving 21st-century skills and digital literacy among pre-service chemistry teachers. This research employed a mixed-methods sequential explanatory design, beginning with quantitative data collection through pretest–posttest, followed by qualitative data obtained through interviews, observations, and document analysis. The test instruments measured 21st-century skills and digital literacy, while video project quality was evaluated using a rubric, with two raters. The results show a significant increase in 21st-century skills with an N-gain of 0.71 (high category), and an increase in digital literacy with an N-gain of 0.64 (medium category) across all dimensions, particularly in digital communication and collaboration. Video project assessments indicated good quality with an average score of 85.24. Qualitative data reinforced the quantitative findings, revealing that YouTube-based PjBL fosters meaningful learning, enhances creativity, technological competence, and environmental awareness. This study implies that digital PjBL has the potential for broader implementation in chemistry education to strengthen 21st-century competencies.

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Author Biographies

Novike Bela Sumanik, Universitas Negeri Makassar

is a lecturer at the Chemistry Education Study Program at Musamus University, Merauke, Indonesia. She is currently pursuing doctoral studies in Educational Sciences at Universitas Negeri Makassar through the Beasiswa Pendidikan Indonesia (BPI)–PPAPT program funded by LPDP and the Ministry of Education, Culture, Research, and Technology. Her research interests focus on learning media, science literacy, and chemistry education. Her works have been published in books, articles, and proceedings at the national and international levels. (email: sumanik_fkip@unmus.ac.id; novikebela@student.unm.ac.id).

Nenny Indrawati, Universitas Negeri makassar

is a lecturer in the Mathematics Education Study Program at the Universitas Sulawesi Barat, Majene, Indonesia. She is currently pursuing a doctoral degree in Educational Sciences at Makassar State University, Makassar, Indonesia. Her research interests lie in science education, mathematics education, character building, and learning innovation. Her works have been published in books, articles, and proceedings at the national and international levels. (email: nennyindrawati@unsulbar.ac.id).

Nurhidayah, Universitas Negeri Makassar

is a lecturer in the Biology Education Study Program, Universitas Sulawesi Barat. She is currently pursuing doctoral studies in Educational Sciences at Universitas Negeri Makassar through the Beasiswa Pendidikan Indonesia (BPI)–PPAPT program funded by LPDP and the Ministry of Education, Culture, Research, and Technology. Her research interests include curriculum development, innovative learning strategies, and instructional materials aimed at improving student learning outcomes. (email: nurhidayah@student.unm.ac.id).

Rezky Uspayanti, Universitas Musamus

is a lecturer at the English Education Department, Universitas Musamus, Merauke, Indonesia, and is currently pursuing her Doctoral Degree in English Language Education Study Program, Universitas Pendidikan Indonesia, Bandung, Indonesia. Her research interests focused on language teaching, English for Specific Purposes (ESP), and syntax. Her works have been published in articles, books, and proceedings. (email; rezky05@unmus.ac.id; rezkyuspa@upi.edu).

Selestina Kostaria Jua, Universitas Musamus

is a lecturer at the Physics Education Department, Universitas Musamus, Merauke, Indonesia. She began her professional career in 2019 as an Educator and Mentor for Remote Areas (Guru Penggerak Daerah Terpencil) in Mappi Regency, South Papua. Since she was appointed a lecturer in 2022, she has developed strong research interests in educational issues related to indigenous Papuan children, the integration of local wisdom, and contextual learning for remote communities. (email: selestinakostariajua@unmus.ac.id).

Henie Poerwandar Asmaningrum, Universiti Malaya

is a Doctoral candidate in Mathematics and Science Education at the Faculty of Education, Universiti Malaya, Malaysia. She serves as a Senior Lecturer at Universitas Musamus, Indonesia, where she contributes to the academic community through teaching and research. In addition to her academic roles, she serves as a peer reviewer for internationally recognized journals, including the International Journal of Information and Education Technology (IJIET) (Scopus Q3) and Journal Evaluation in Education (JEE) (SINTA 2). Her research interests encompass educational theories, instructional strategies, and causal relationships within Ethno-STEM education. (email: poerwandar@unmus.ac.id; s2138457@siswa.um.edu.my).

Ermy Dikta Sumanik, Universitas Ottow Geissler

is a Lecturer of the Information Systems Study Program, Faculty of Science & Technology, Universitas Ottow Geissler, Papua, currently also active as a practitioner in the field of Linguistics. Completed his Bachelor's Program in English Education at Universitas Kanjuruhan, Malang, and Master's Program in Linguistics at Universitas Brawijaya. Various research has been conducted and published (ISBN-based books & Scientific Articles) in SINTA-indexed National Journals. (email: ermydikta12@gmail.com).

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