The Effectiveness of a Deep Learning Oriented Citizen Science Project Learning Model in Improving Students’ Science and Digital Literacy
DOI:
https://doi.org/10.17977/um065.v6.i9.2026.5Keywords:
Citizen science project, Deep learning, Digestive system, Digital literacy, Scientific literacyAbstract
Low levels of science and digital literacy among students pose a challenge in 21st-century education. This study aims to analyze the effectiveness of the Deep Learning-oriented Citizen Science Project (CSP) learning model in improving students’ science and digital literacy. The study employed a quasi-experimental method using a non-equivalent control group pretest-posttest design. The sample consisted of 134 11th-grade students from a public high school, divided into three experimental classes and one control class. Research instruments included a science literacy test and a digital literacy questionnaire. Data analysis was conducted using ANCOVA and Tukey’s HSD post-hoc test. The results showed that the Deep Learning-oriented CSP learning model had a significant effect on improving students’ science literacy (F = 157.422; p < 0.001; ηp² = 0.785) and digital literacy (F = 492.705; p < 0.001; ηp² = 0.920). The results of the study indicate that the Deep Learning-oriented CSP learning model has a significant effect on improving students’ science literacy and digital literacy, with a significance level of p < 0.05. Students in the experimental class demonstrated higher abilities than those in the control class in understanding scientific phenomena, solving problems, and utilizing digital technology in learning. Authentic science-based project-based learning, collaboration, and the use of digital platforms foster meaningful and contextual learning. Thus, the Deep Learning-oriented CSP model is effective in supporting the development of students’ 21st-century competencies, such as science literacy and digital literacy.References
Adnan, A., Mulbar, U., & Bahri, A. (2021). Scientific literacy skills of students: Problem of biology teaching in junior high school in South Sulawesi, Indonesia. International Journal of Instruction, 14(3), 847–860. https://doi.org/10.29333/iji.2021.14349a
Adnan, A., Saenab, S., Rahmatullah, R., Almunawarah, R., & Sahira, S. (2025). The effect of citizen science project learning model on students’ critical and creative thinking skills. International Journal of Cognitive Research in Science, Engineering and Education, 13(1), 51–61. https://doi.org/10.23947/2334-8496-2025-13-1-51-61
Adnan, A., Saenab, S., Rahmatullah, R., Almunawarah, R., Sahira, S., Aulia, M. A., & Jannah, H. N. (2024). Citizen science project (CSP) learning model as innovation learning in improving 21st century skills. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 7(1), 27–36. https://doi.org/10.20527/bino.v7i1.20799
Adnan, A., Saenab, S., Rahmatullah, R., Almunawarah, R., Sahira, S., & Aldi, S. (2024). Model pembelajaran Citizen Science Project. Penerbit P4I.
Aldi, S., Adnan, A., Azis, A. A., & Bahri, A. (2025). 21st century student learning profile in the era of global challenges. International Journal of Current Science Research and Review, 8(6), 3003–3010. https://doi.org/10.47191/ijcsrr/V8-i6-34
Alfaro-Ponce, B., Durán-González, R., Morales-Maure, L., & Sanabria-Z, J. (2024). Citizen science as a relevant approach to the challenges of complex thinking development in higher education: Mapping and bibliometric analysis. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02853-5
Ana, F., Adnan, A., & Azis, A. A. (2025). The effect of blended learning (individual rotate, flex, and inside-out) on digital literacy skills in science learning. Jurnal Eduscience, 12(2), 481–496. https://doi.org/10.36987/jes.v12i2.7084
Andika, A. N. A., Adnan, A., & Jamaluddin, A. B. (2025). Improving the digital literacy skills of junior high school students through blended learning. Jurnal Pendidikan MIPA, 26(1), 412–428. https://doi.org/10.23960/jpmipa.v26i1.pp412-428
Andrews, D., Van Lieshout, E., & Kaudal, B. B. (2023). How, where, and when do students experience meaningful learning? International Journal of Innovation in Science and Mathematics Education, 31(3). https://doi.org/10.30722/IJISME.31.03.003
Angel, R., & Gumanoy, R. (2025). Enhancing achievement and interest in mathematics learning through innovative pedagogical approach. International Journal of Research and Innovation in Social Science. https://doi.org/10.47772/IJRISS.2025.914MG0095
Ares, G., De Rosso, S., Mueller, C., Philippe, K., Pickard, A., Nicklaus, S., Van Kleef, E., & Varela, P. (2024). Development of food literacy in children and adolescents: Implications for the design of strategies to promote healthier and more sustainable diets. Nutrition Reviews, 82(4), 536–552. https://doi.org/10.1093/nutrit/nuad072
Aripin, I., Hidayat, T., Rustaman, N. Y., & Riandi, R. (2023). Citizen science projects contribution to science learning outcome: Systematic literature review. Edusains, 15(1), 18–31. https://doi.org/10.15408/es.v15i1.29003
Aristeidou, M., & Herodotou, C. (2020). Online citizen science: A systematic review of effects on learning and scientific literacy. Citizen Science: Theory and Practice, 5(1), 1–12. https://doi.org/10.5334/cstp.224
Ateş, H., & Köroğlu, M. (2024). Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement. Journal of Computer Assisted Learning, 40(3), 1052–1067. https://doi.org/10.1111/jcal.12931
Ballard, H. L., Lindell, A. J., & Jadallah, C. C. (2024). Environmental education outcomes of community and citizen science: A systematic review of empirical research. Environmental Education Research, 30(6), 1007–1040. https://doi.org/10.1080/13504622.2024.2348702
Baudry, J., Tancoigne, É., & Strasser, B. J. (2022). Turning crowds into communities: The collectives of online citizen science. Social Studies of Science, 52(3), 399–424. https://doi.org/10.1177/03063127211058791
Bela, G., Peltola, T., Young, J. C., Balázs, B., Arpin, I., Pataki, G., Hauck, J., Kelemen, E., Kopperoinen, L., Herzele, A., Keune, H., Hecker, S., Suškevičs, M., Roy, H., Itkonen, P., Külvik, M., László, M., Basnou, C., Pino, J., & Bonn, A. (2016). Learning and the transformative potential of citizen science. Conservation Biology, 30(5), 990–999. https://doi.org/10.1111/cobi.12762
Brand, C., Loibl, K., & Rummel, N. (2025). Prior knowledge activation as preparation prior to instruction: Does the coverage of relevant prior knowledge affect learning? Instructional Science, 53(6), 1633–1661. https://doi.org/10.1007/s11251-025-09727-6
Brod, G. (2021). Toward an understanding of when prior knowledge helps or hinders learning. NPJ Science of Learning, 6(1), 24. https://doi.org/10.1038/s41539-021-00103-w
Bruckermann, T., Greving, H., Stillfried, M., Schumann, A., Brandt, M., & Harms, U. (2022). I’m fine with collecting data: Engagement profiles differ depending on scientific activities in an online community of a citizen science project. PLOS ONE, 17(10), e0275785. https://doi.org/10.1371/journal.pone.0275785
De Oliveira, J. A. B., Cavalcante, P. S., & da Silva Aquino, K. A. (2024). Flex-As: Estratégia didática para o ensino de ciências nas perspectivas da aprendizagem significativa e flexibilidade cognitiva. Investigações em Ensino de Ciências, 29(3), 389–404. https://doi.org/10.22600/1518-8795.ienci2024v29n3p389
Emery, N. C., Crispo, E., Supp, S. R., Farrell, K. J., Kerkhoff, A. J., Bledsoe, E. K., & Aiello-Lammens, M. E. (2021). Data science in undergraduate life science education: A need for instructor skills training. BioScience, 71(12), 1274–1287. https://doi.org/10.1093/biosci/biab107
Faisal, F., Gi, G. M., & Martin, S. N. (2020). Analysis of government-funded research in Indonesia from 2014–2018: Implications for research trends in science education. Jurnal Pendidikan IPA Indonesia, 9(2), 146–158. https://doi.org/10.15294/jpii.v9i2.23174
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Habibzadeh, F. (2024). Data distribution: Normal or abnormal? Journal of Korean Medical Science, 39(3), e35. https://doi.org/10.3346/jkms.2024.39.e35
Helal, M., & Helal, M. A. (2025). Exploring percentages of elementary school students utilizing visual electronic devices for learning and homework assistance. International Journal of Recent Education Research, 2(2). https://doi.org/10.21608/ijrer.2025.338010.1013
Hobri, H. (2010). Metodologi penelitian pengembangan: Aplikasi pada penelitian pendidikan matematika. Pena Salsabila.
Hsbollah, H. M., & Hassan, H. (2022). Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications. Malaysian Journal of Learning and Instruction, 19(1), 147–181. https://doi.org/10.32890/mjli2022.19.1.6
Jiang, W., Chen, H., Yang, L., & Pan, X. (2022). moreThanANOVA: A user-friendly Shiny/R application for exploring and comparing data with interactive visualization. PLOS ONE, 17(7), e0271185. https://doi.org/10.1371/journal.pone.0271185
Jin, K., Rubio-Solis, A., Naik, R., Leff, D., Kinross, J., & Mylonas, G. (2025). Human-centric cognitive state recognition using physiological signals: A systematic review of machine learning strategies across application domains. Sensors, 25(13), 4207. https://doi.org/10.3390/s25134207
Kadir, A., Zulqarnain, T., Takda, A., Assingkily, M. S., & Ahmad, M. (2025). Junior high school students’ science literacy skills based on the Nature of Science Literacy Test (NOSLiT). Jurnal Pendidikan IPA Indonesia, 14(1). https://doi.org/10.15294/jpii.v14i1.15739
Kamilova, R., Kurbanbayeva, A., Kamilov, Z., & Isakova, L. (2023). Characteristics of digital devices and their use by school children in modern conditions. Hygiene and Sanitation, 102(9), 968–974. https://doi.org/10.47470/0016-9900-2023-102-9-968-974
Khahro, S. H., & Javed, Y. (2022). Key challenges in 21st century learning: A way forward towards sustainable higher educational institutions. Sustainability, 14(23), 16080. https://doi.org/10.3390/su142316080
Khlaisang, J., & Yoshida, M. (2022). Empowering global citizens with digital literacy: Modeling the factor structure. International Journal of Instruction, 15(4), 577–594. https://doi.org/10.29333/iji.2022.15431a
Khoiriyah, B. K., & Murni, M. (2021). Peran teori “Discovery Learning” Jerome Bruner dalam pembelajaran pendidikan Agama Islam. Thawalib: Jurnal Kependidikan Islam, 2(2), 67–80. https://doi.org/10.54150/thawalib.v2i2.20
Komalasari, K., Abdulkarim, A., Sopianingsih, P., & Permana, G. R. (2025). Deep learning model in Pancasila education for strengthening students’ digital citizenship competences. The New Educational Review, 81, 135–150. https://doi.org/10.15804/tner.2025.81.3.09
Krajcik, J., Schneider, B., Miller, E., Chen, I., Bradford, L., Baker, Q., Bartz, K., Miller, C., Li, T., Codere, S., & Peek-Brown, D. (2022). Assessing the effect of project-based learning on science learning in elementary schools. American Educational Research Journal, 60, 70–102. https://doi.org/10.3102/00028312221129247
Lüsse, M., Brockhage, F., Beeken, M., & Pietzner, V. (2022). Citizen science and its potential for science education. International Journal of Science Education, 44(7), 1120–1142. https://doi.org/10.1080/09500693.2022.2067365
Mahmudah, S., Maknun, D., & Ubaidillah, M. (2022). Application of practice with scientific shortening to improve students’ problem solving skills on human digestion material in class XI MIPA SMAN I Susukan Cirebon. OPSearch: American Journal of Open Research, 1(1). https://doi.org/10.58811/opsearch.v1i1.2
Markwick, A., & Reiss, M. J. (2025). Reconceptualising the school curriculum to address global challenges: Marrying aims-based and “powerful knowledge” approaches. The Curriculum Journal, 36(1), 1–14. https://doi.org/10.1002/curj.258
Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: A review of learning theories, approaches and methodologies for the last decade. Electronics, 12(13), 2832. https://doi.org/10.3390/electronics12132832
Martin-Alguacil, N., Avedillo, L., Mota-Blanco, R., & Gallego-Agundez, M. (2024). Student-centered learning: Some issues and recommendations for its implementation in a traditional curriculum setting in health sciences. Education Sciences, 14(11), 1179. https://doi.org/10.3390/educsci14111179
Maurya, R., & Khan, F. (2021). Cognitive development in children with autism spectrum disorder: A Piaget’s cognitive developmental approach. Mind and Society, 10(3–4), 117–124. https://doi.org/10.56011/mind-mri-103-420224
McKenney, E. A., Gates, T. A., Goller, C. C., Tully, D., Leggett, Z., Lupek, M., Cross, W., & Krieg, C. (2024). Strategies to empower students through open pedagogy and citizen science. International Journal of Open Educational Resources, 5(1). https://doi.org/10.18278/ijoer.5.1.5
Midtlund, A., Instefjord, E. J., & Lazareva, A. (2021). Digital communication and collaboration in lower secondary school. Nordic Journal of Digital Literacy, 16(2), 65–76. https://doi.org/10.18261/issn.1891-943x-2021-02-03
Nguyen, L., & Habok, A. (2021). A study on Vietnamese undergraduates’ level of digital skills and the frequency of using digital tools in the EFL context. In Proceedings of the 22nd International Conference on Computer Systems and Technologies (pp. 171–175). https://doi.org/10.1145/3472410.3472425
Oberbauer, A. M., Lai, E., Kinsey, N. A., & Famula, T. R. (2021). Enhancing student scientific literacy through participation in citizen science focused on companion animal behavior. Translational Animal Science, 5(3), txab131. https://doi.org/10.1093/tas/txab131
Olivo-Montaño, P. G., Sanabria-Z, J., Molina-Espinosa, J. M., Quintero-Gámez, L., Velarde-Camaqui, D., Sánchez-Salgado, L., González-Mendoza, M., Breda, A., Morales-Maure, L., & Álvarez-Icaza, I. (2024). MAICC model: Development of complex thinking through citizen science project evaluation. Frontiers in Education, 9, 1392104. https://doi.org/10.3389/feduc.2024.1392104
Papapada, A. T. A. N., Adnan, A., Faisal, F., Daud, F., & Palennari, M. (2026). Development of a deep learning-based e-module integrated with Universal Design for Learning (UDL) on the respiratory system. SPEKTRA: Jurnal Kajian Pendidikan Sains, 12(1), 38–60. https://doi.org/10.32699/5ms6xm18
Phillips, T., Porticella, N., Constas, M., & Bonney, R. (2018). A framework for articulating and measuring individual learning outcomes from participation in citizen science. Citizen Science: Theory and Practice, 3(2). https://doi.org/10.5334/cstp.126
Pizzolato, L. A., & Tsuji, L. J. (2022). Citizen science in K–12 school-based learning settings. School Science and Mathematics, 122(4), 222–231. https://doi.org/10.1111/ssm.12528
Ramli, M., & Susanti, B. H. (2022). Indonesian students’ scientific literacy in Islamic junior high school. International Journal of STEM Education for Sustainability, 2(1), 53–65. https://doi.org/10.53889/ijses.v2i1.33
Roche, J., Bell, L., Galvão, C., Golumbic, Y. N., Kloetzer, L., Knoben, N., & Winter, S. (2020). Citizen science, education, and learning: Challenges and opportunities. Frontiers in Sociology, 5, 613814. https://doi.org/10.3389/fsoc.2020.613814
Sahira, S., & Ismail, I. (2024). Relevansi aliran filsafat realisme dalam pembelajaran abad 21 melalui model pembelajaran Citizen Science Project (CSP). Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(4), 221–233.
Sholahuddin, A., Anjuni, N., & Faikhamta, C. (2023). Project-based and flipped learning in the classroom: A strategy for enhancing students’ scientific literacy. European Journal of Educational Research, 12(1), 239–251. https://doi.org/10.12973/eu-jer.12.1.239
Singh, A., Singh, H. P., Alam, F., & Agrawal, V. (2022). Role of education, training, and e-learning in sustainable employment generation and social empowerment in Saudi Arabia. Sustainability, 14(14), 8822. https://doi.org/10.3390/su14148822
Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., ... & Smith, T. (2022). Principles of problem-based learning (PBL) in STEM education: Using expert wisdom and research to frame educational practice. Education Sciences, 12(10), 728. https://doi.org/10.3390/educsci12100728
Sølvik, R. M., & Glenna, A. E. (2022). Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms. Journal of Educational Change, 23(3), 343–369. https://doi.org/10.1007/s10833-021-09420-8
Stratton, S. J. (2019). Quasi-experimental design: Pre-test and post-test studies in prehospital and disaster research. Prehospital and Disaster Medicine, 34(6), 573–574. https://doi.org/10.1017/S1049023X19005053
Sudarmin, S., Pujiastuti, R. S. E., Asyhar, R., Prasetya, A. T., Diliarosta, S., & Ariyatun, A. (2023). Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students’ conservation and entrepreneurial character in the 21st century. Journal of Technology and Science Education, 13(1), 393–409. https://doi.org/10.3926/jotse.1792
Supiyono, D., Sudira, P., & Romadhon, M. I. (2025). Flexible learning model effects in Kurikulum Merdeka implementation to develop soft-kill and student character in vocational high schools. International Journal of Research and Innovation in Social Science, 9(3S), 1590–1598. https://doi.org/10.47772/IJRISS.2025.903SEDU0121
Susilawati, Doyan, A., Rokhmat, J., Muliyadi, L., Rizaldi, D. R., Fatimah, Z., Ikhsan, M., & Ardianti, N. R. (2025). Integration of smartphone-based learning media and project-based learning to enhance creativity and scientific literacy in physics. International Journal of Information and Education Technology, 15(7), 1449–1459. https://doi.org/10.18178/ijiet.2025.15.7.2346
Sutiani, A. (2021). Implementation of an inquiry learning model with science literacy to improve student critical thinking skills. International Journal of Instruction, 14(2), 117–138. https://doi.org/10.29333/iji.2021.1428a
Vargas, M., Sánchez, C. Á., Tyler, V., & Hachem, F. (2025). Putting food at the centre of learning: An evidence-based and practice-informed model of holistic food education in schools. The Lancet Planetary Health, 9(11). https://doi.org/10.1016/S2542-5196(25)00033-6
Wahjusaputri, S., & Nastiti, T. I. (2022). Digital literacy competency indicator for Indonesian high vocational education needs. Journal of Education and Learning, 16(1), 85–91. https://doi.org/10.11591/edulearn.v16i1.20390
Wang, J., & Fan, W. (2025). The effectiveness of technology-supported learning in improving students' digital literacy: A meta-analysis of 56 experimental and quasi-experimental studies. Journal of Computer Assisted Learning, 41(6), e70137. https://doi.org/10.1111/jcal.70137
Weng, C., Chen, C., & Ai, X. (2023). A pedagogical study on promoting students’ deep learning through design-based learning. International Journal of Technology and Design Education, 33(4), 1653–1674. https://doi.org/10.1007/s10798-022-09789-4
Zen, Z., & Ariani, F. (2022). Academic achievement: The effect of project-based online learning method and student engagement. Heliyon, 8(11), e11509. https://doi.org/10.1016/j.heliyon.2022.e11509
Zhang, E. Y., Hundley, C., Watson, Z., Farah, F., Bunnell, S., & Kristensen, T. (2023). Learning by doing: A multi-level analysis of the impact of citizen science education. Science Education, 107(5), 1324–1351. https://doi.org/10.1002/sce.21810
Zhang, J. L. (2020). The application of human comprehensive development theory and deep learning in innovation education in higher education. Frontiers in Psychology, 11, 1605. https://doi.org/10.3389/fpsyg.2020.01605
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Sahla Sahira, Adnan, Faisal
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
