Design and Development of the ACADEMIE Instructional Model: Integrating Project-Based Learning and Scientific Critical Thinking in Biology Education

Abstract

The demand for 21st-century learning requires instructional models that strengthen higher-order thinking, inquiry, and collaboration. In biology education, however, teacher-centered methods still dominate and limit students’ scientific reasoning and process skills. This gap underscores the importance of developing models that integrate inquiry-based and critical thinking approaches.The study aimed to design, validate, and test the effectiveness of the ACADEMIE instructional model, which combines Project-Based Learning (PjBL) and Scientific Critical Thinking (SCT) to enhance conceptual understanding and science process skills in higher education biology. Using the ADDIE framework, the model development included five phases: analysis, design, development, implementation, and evaluation. Data were drawn from needs assessments, expert validations, small-scale practicality trials, and quasi-experimental testing. Quantitative data (Likert-scale rubrics, TCR percentages, t-test) and qualitative inputs (expert comments and student feedback) were analyzed. Thirty-two journal sources informed the theoretical basis of the study. Expert validation yielded scores above 4.3 for content, language, and design. The practicality index exceeded 82% for all products, while experimental testing showed significant improvement in students’ conceptual understanding and science process skills compared with traditional instruction (p < .001). The ACADEMIE model bridges the gap between theory and practice through inquiry and critical analysis in biology learning. Its high validity, practicality, and effectiveness confirm its potential as an innovative and adaptable instructional framework for developing essential 21st-century competencies.