The development of integrated project-based and 4C-scaffolding model with AI to overcome misconceptions

Abstract

The present study aimed to evaluate the validity, practicality, and effectiveness of an integrated project-based learning model and 4C scaffolding techniques in addressing students' misconceptions in biology. In this research and development (R&D) study, the learning model was validated by five experts. A limited product trial was conducted with fourth-semester students from the State Islamic Institute (IAIN) of Ternate. Data were collected using validation sheets, observation sheets, response sheets, and a three-tier diagnostic test. Data collection involved observation, testing, and interviews. Data analysis focused on examining the validity, practicality, and effectiveness of the model based on the collected data. The findings indicated that (1) the prototype model was highly valid, with a mean score of 3.93; (2) the model was practical, as confirmed by consistency test results and observations during implementation; and (3) the model was effective in overcoming misconceptions in biology. Participants responded positively to the implementation of the model. The results suggest that Pj4CS is practical, valid, and effective in addressing students' misconceptions in biology. Implementing Pj4CS in classrooms can also enhance students' 21st-century skills and promote learning independence.