Evaluation of Program on Basic Sciences Courses in Elementary School Teacher Education’s Singkawang
Abstract
Purpose of the study: The purpose of this study is to evaluate the Basic Sciences courses by examining their effectiveness in developing 21st-century skills, particularly the 4Cs (critical thinking, communication, collaboration, and creativity). This evaluation aims to ensure that the courses not only measure knowledge but also assess essential competencies for future learning and work.
Methodology: This study employed the CIPP (Context–Input–Process–Product) evaluation model. The evaluators developed and implemented a Project-Based Learning (PjBL) model integrated with 4C competencies, abbreviated as PjBL4C. Data were collected through lesson plan analysis, pre-tests and post-tests for content knowledge and 4Cs, and performance assessments of communication and collaboration skills. Student satisfaction was also measured using a structured questionnaire.
Main Findings: The implementation of the PjBL4C model in Basic Sciences courses showed a significant improvement in students’ achievement and 4C competencies. The number of students reaching the standard level increased based on pre-test and post-test results. At the end of the course, the evaluation successfully identified the overall 4C profiles of students categorized into three levels: below, approaching, and at standard.
Novelty/Originality of this study: This study introduces PjBL4C as an innovative instructional model that simultaneously develops and measures 4C skills in higher education. Additionally, the 4C assessment instrument was designed and aligned with the PjBL syntax, enabling accurate classification of students’ competencies across multiple skill domains.
References
B. Joshi, “Vipassana meditation in educational settings for enhancing attention and academic performance: neurological mechanisms and implementation strategies,” Cogent Education, vol. 12, no. 1, p. 2563703, 2025, doi: 10.1080/2331186X.2025.2563703.
Z. Mohammed, V. Arhin, and S. Oppong, “Unraveling the nexus between learning styles and academic performance: the mediating effect of pre-service teachers’ satisfaction,” Cogent Education, vol. 12, no. 1, p. 2560617, 2025, doi: 10.1080/2331186X.2025.2560617.
H. Herlinawati et al., “The integration of 21st century skills in the curriculum of education,” Heliyon, vol. 10, no. 15, 2024, doi: 10.1016/j.heliyon.2024.e35148.
E. Care, “Twenty-first century skills: From theory to action,” Assessment and Teaching of 21st Century Skills: Research and Applications, pp. 3–17, 2018, doi: 10.1007/978-3-319-65368-6_1.
D. L. Stufflebeam, “Factors that influenced my conduct of evaluations and evaluation training programs,” New Directions for Evaluation, no. 150, pp. 41–49, 2016, doi: 10.1002/ev.20188.
M. Ferrans and P. Woolley, “Investigating residential segregation through project-based teaching and learning,” College Teaching, pp. 1–9, 2024, doi: 10.1080/87567555.2024.2352764.
M. E. Nurtamam et al., “The effectiveness of deep learning-based PjBL on students’ scientific and critical thinking skills in Indonesia,” Jurnal Penelitian Pendidikan IPA, vol. 11, no. 9, pp. 228–236, 2025, doi: 10.29303/jppipa.v11i9.12857.
A. Shekh-Abed, “Metacognitive self-knowledge and cognitive skills in project-based learning of high school electronics students,” European Journal of Engineering Education, vol. 50, no. 1, pp. 214–229, 2025, doi: 10.1080/03043797.2024.2374479.
O. Haatainen and M. Aksela, “Project-based learning in integrated science education: Active teachers’ perceptions and practices,” LUMAT: International Journal on Math, Science and Technology Education, vol. 9, no. 1, pp. 149–173, 2021, doi: 10.31129/LUMAT.9.1.1392.
I. Wickramasinghe and E. Appiah, “Impact of project-based learning in teaching probability and statistics,” International Journal of Mathematical Education in Science and Technology, pp. 1–18, 2024, doi: 10.1080/0020739X.2024.2438374.
H. H. Yolcu, “Using project-based learning in an environmental education course and revealing students’ experiences: A case study,” Science Activities, vol. 60, no. 3, pp. 119–125, 2023, doi: 10.1080/00368121.2023.2205825.
S. Aisyah and D. Novita, “Teachers’ perception of the implementation of project-based learning in early childhood education in Indonesia,” Cogent Education, vol. 12, no. 1, p. 2458663, 2025, doi: 10.1080/2331186X.2025.2458663.
B. B. Wiyono et al., “The effect of constructivist learning and project-based learning model on students’ entrepreneurial competence in higher education,” Cogent Education, vol. 12, no. 1, p. 2557606, 2025, doi: 10.1080/2331186X.2025.2557606.
E. Ospankulova et al., “Science students’ attitudes, learning, critical thinking and engagement in project-based learning,” Cogent Education, vol. 12, no. 1, p. 2445358, 2025, doi: 10.1080/2331186X.2024.2445358.
Z. Zulyusri et al., “Utilization of the PjBL model in science education to improve creativity and critical thinking skills: A literature study,” Jurnal Penelitian Pendidikan IPA, vol. 9, no. 1, pp. 133–143, 2023, doi: 10.29303/jppipa.v9i1.2555.
T. Tafakur, H. Retnawati, and A. A. M. Shukri, “Effectiveness of project-based learning for enhancing students’ critical thinking skills: A meta-analysis,” JINoP: Jurnal Inovasi Pembelajaran, vol. 9, no. 2, pp. 191–209, 2023, doi: 10.22219/jinop.v9i2.22142.
A. Rifa’i and S. M. Munjiat, “An analysis of the impact of project-based learning on students’ creative thinking in Islamic education classrooms,” Tribakti: Jurnal Pemikiran Keislaman, vol. 36, no. 2, pp. 279–290, 2025, doi: 10.33367/p0mtc602.
H. T. T. Bui, K. Amrita, and T. T. T. Nguyen, “Exploring the impact of project-based learning with SCAMPER and Trello on creative thinking of engineering students,” European Journal of Engineering Education, pp. 1–18, 2025, doi: 10.1080/03043797.2025.2474047.
K. Juuti et al., “A teacher–researcher partnership for professional learning: Co-designing project-based learning units to increase student engagement in science classes,” Journal of Science Teacher Education, vol. 32, no. 6, pp. 625–641, 2021, doi: 10.1080/1046560X.2021.1872207.
S. Tolppanen, “A tool for planning multidisciplinary teacher collaboration and project-based learning,” Educational Studies, vol. 50, no. 5, pp. 846–864, 2024, doi: 10.1080/03055698.2021.2012427.
W. Purwianingsih, D. A. Lestari, and T. Rahman, “Profile of communication skills of students in groups with the application of blended learning using project-based learning model,” Indonesian Journal of Multidisciplinary Research, vol. 3, no. 1, pp. 159–168, 2023, doi: 10.17509/ijomr.v3i1.55524.
D. Zhou et al., “Improving middle school students’ collaborative problem-solving competence in project-based learning through instant feedback in science curriculum,” International Journal of Science Education, pp. 1–24, 2025, doi: 10.1080/09500693.2025.2496427.
N. Azmi and F. Festiyed, “The influence of instrument assessment on project-based learning models to improve 4C skills: A meta-analysis,” Jurnal Penelitian Pendidikan IPA, vol. 9, no. 4, pp. 2184–2190, 2023, doi: 10.29303/jppipa.v9i4.2606.
N. Yanti et al., “Application of PjBL-based physics learning model to improve collaboration skills and creative thinking ability of students,” Jurnal Penelitian Pendidikan IPA, vol. 9, no. 11, pp. 9973–9978, 2023, doi: 10.29303/jppipa.v9i11.5275.
S. U. Firda and T. Sunarti, “The learning implementation of project-based learning (PjBL) to analyze students’ 4C skills ability,” Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, vol. 10, no. 3, pp. 567–576, 2022, doi: 10.33394/j-ps.v10i3.5380.
A. D. Owens and R. L. Hite, “Enhancing student communication competencies in STEM using virtual global collaboration project-based learning,” Research in Science & Technological Education, vol. 40, no. 1, pp. 76–102, 2022, doi: 10.1080/02635143.2020.1778663.
D. P. N. Brata, E. S. Utomo, and A. Farhan, “Developing students’ 4C skills (communication, collaboration, creativity, critical thinking): Psychomotor assessment techniques in visionary schools,” Qalamuna: Jurnal Pendidikan, Sosial, dan Agama, vol. 15, no. 2, pp. 1127–1138, 2023, doi: 10.37680/qalamuna.v15i2.3900.
N. Nurhayati et al., “Assessing the knowledge and skills of prospective physics teachers in designing 4C skills-oriented learning: Rasch analysis,” Qubahan Academic Journal, vol. 5, no. 1, pp. 718–741, 2025, doi: 10.48161/qaj.v5n1a1544.
V. M. F. Gabuardi, “Project-based learning: Boosting 21st century skills,” Revista Estudios, no. 43, pp. 340–419, 2021, doi: 10.15517/re.v0i43.49335.
D. Efendi, S. Sumarmi, and D. H. Utomo, “The effect of PjBL plus 4Cs learning model on critical thinking skills,” Journal for the Education of Gifted Young Scientists, vol. 8, no. 4, pp. 1509-1521, 2020, doi: 10.17478/jegys.768134.
M. E. Tumbel, “Application of Project-Based learning to improve the 4C abilities (Critical Thinking, Creativity, Collaboration, and Communication) of children Aged 5-6 years,” International Journal of Information Technology and Education, vol. 3, no. 2, pp. 8-14, 2024, doi: 10.62711/ijite.v3i2.173.
M. Juni, M. Mahmud, and K. Machmud, “The impact of social media and 4C skills (Critical Thinking, Communication, Creativity, Collaboration) in English Language learning: Students’ voices,” JETAL: Journal of English Teaching & Applied Linguistic, vol. 6, no. 2, pp. 193-201, 2025, doi: 10.36655/jetal.v6i2.1871.
V. R. Bulu, and F. Tanggur, “The effectiveness of STEM-based PjBL on student’s critical thinking skills and collaborative attitude,” Al-Jabar: Jurnal Pendidikan Matematika, vol. 12, no. 1, pp. 219-228, 2021, doi: 10.24042/ajpm.v12i1.8831.
Rati, N. W., Arnyana, I. B. P., Dantes, G. R., & Dantes, N. (2023). HOTS-oriented e-project-based learning: Improving 4C skills and science learning outcome of elementary school students. International Journal of Information and Education Technology, 13(6), 959-968, 2023, doi: 10.18178/ijiet.2023.13.6.1892.
M. S. Barrett, A. Creech, and K. Zhukov, “Creative collaboration and collaborative creativity: A systematic literature review,” Frontiers in Psychology, vol. 12, pp. 713445, 2021, doi: 10.3389/fpsyg.2021.713445.
C. Oham, and O. G. Ejike, “Creativity and collaboration in creative industries: Proposing a conceptual model for enhanced team dynamics,” Magna Scientia Advanced Research and Reviews, vol. 12, no.1 pp. 185-188, 2024, doi: 10.30574/msarr.2024.12.1.0172.
C. Richardson, “Supporting collaborative creativity in education with The i5 Framework,” Educational Action Research, vol. 30, no. 2, pp. 297-312, 2022, doi: 10.1080/09650792.2020.1810731.
I. García-Martínez, M. Montenegro-Rueda, E. Molina-Fernández, and J. M. Fernández-Batanero, “Mapping teacher collaboration for school success,” School Effectiveness and School Improvement, vol. 32, no. 4, pp. 631-649, 2021, doi: 10.1080/09243453.2021.1925700.
N. Azmi, and F. Festiyed, “Development of physics learning assessment instrument in project-based learning model to improve 4C skills,” Jurnal Penelitian Pendidikan IPA, vol. 9, no. 4, pp. 1798-1804, 2023, doi: 10.29303/jppipa.v9i4.3174.
A. In'am, M. M. Effendi, and R. Darmayanti, “The effect of project-based learning (PjBL) ussing pizzaluv-mathemarics media on Self-Efficacy and 4C skills,” AKSIOMA: Jurnal Program Studi Pendidikan Matematika, vol. 13, no. 4, pp. 1336-1360, 2024, doi: 10.24127/ajpm.v13i4.11230.
C. Dignam, R. Sexton, and X. Muñoz, “Beyond the acronym: Interlacing STEAM, special education, and guiding inquiry. International Journal on Studies in Education, 7(2), 304-330, 2025, doi: 10.46328/ijonse.402.
L. Fajri, R. Rahmiati, L. Rosalina, M. Giatman, and P. Minerva, “Enhancing 4C skills through project-based learning: a needs analysis and impact study in cosmetology education,” AL-ISHLAH: Jurnal Pendidikan, vol. 17, no. 3, pp. 4181-4191, 2025, doi: 10.35445/alishlah.v17i3.7066.
C. Dignam, C. M. Smith, and A. L. Kelly, “The heart and art of robotics: From AI to artificial emotional intelligence in STEM education,” Journal of Education in Science, Environment and Health, vol. 11, no. 2, pp. 151-169, 2025, doi: 10.55549/jeseh.813.
Y. S. Amroni et al., “The effect of the project-based learning model on the 4C skills of elementary school students,” Edunesia: Jurnal Ilmiah Pendidikan, vol. 5, no. 2, pp. 699–713, 2024, doi: 10.51276/edu.v5i2.745.
P. Sarangi and M. Ramachandran, “Constructivist approaches on developing 4Cs of 21 century skills,” in Proc. Int. Conf. Intelligent Computing & Optimization, Cham: Springer Nature Switzerland, 2023, pp. 374–383, doi: 10.1007/978-3-031-73318-5_39.
T. Rocha et al., “Assess the impact of a project-based learning approach on the development of 21st century skills,” Lingeduca: Journal of Language and Education Studies, vol. 4, no. 1, pp. 32–41, 2025, doi: 10.70177/lingeduca.v4i1.2226.
C. Martinez, “Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum,” Cogent Education, vol. 9, no. 1, p. 2024936, 2022, doi: 10.1080/2331186X.2021.2024936.
M. Saimon, Z. Lavicza, and T. Dana-Picard, “Enhancing the 4Cs among college students of a communication skills course in Tanzania through a project-based learning model,” Education and Information Technologies, vol. 28, no. 6, pp. 6269–6285, 2023, doi: 10.1007/s10639-022-11406-9.
A. Markula and M. Aksela, “The key characteristics of project-based learning: How teachers implement projects in K-12 science education,” Disciplinary and Interdisciplinary Science Education Research, vol. 4, no. 1, p. 2, 2022, doi: 10.1186/s43031-021-00042-x.
J. Krajcik et al., “Assessing the effect of project-based learning on science learning in elementary schools,” American Educational Research Journal, vol. 60, no. 1, pp. 70–102, 2023, doi: 10.3102/00028312221129247.
V. Timothy, “Supervision of students’ project work in science as continuous assessment and project-based learning: An exploratory study,” African Journal of Research in Mathematics, Science and Technology Education, pp. 1–11, 2025, doi: 10.1080/18117295.2025.2535079.
Copyright (c) 2025 Eka Murdani, Susbiyanto Susbiyanto, Rendi Restiana Sukardi, Berry Kurnia Vilmala, Irwan Muhammad Ridwan, Titiyaka Binti Jajuri
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
