DOI: 10.12688/f1000research.181997.2 ISSN: 2046-1402

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

Nita Priyanti, Chandra Apriyansyah, Tedy Andrian
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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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