An Exploration of English Intelligence, Digital Literacy, IoT Knowledge, and Project Learning Attitudes on Biological Knowledge and Biological Attitudes
DOI:
https://doi.org/10.56294/saludcyt20252296Keywords:
English Intelligence, Digital Literacy, Iot Knowledge, Project Learning Attitude, Biological Knowledge, Biological AttitudeAbstract
Introduction: this study aims to investigate the influence of English Intelligence, Digital Literacy, IoT Knowledge, and Project Learning Attitude on Biological Knowledge and Biological Attitude of biology education students in Indonesia.
Method: The research design used quantitative explanatory and Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis, data were collected from 792 students in three large islands of Indonesia, Sumatra, Java, and Kalimantan.
Results: The results showed that English Intelligence significantly increased Digital Literacy, IoT Knowledge, and Project Learning Attitude, and had a positive effect on Biological Knowledge. However, this variable had a negative impact on Biological Attitude, indicating a mismatch between linguistic competence and affective engagement in biology. Digital Literacy and Project Learning Attitude were shown to have a positive contribution to Biological Knowledge and Biological Attitude, while IoT Knowledge had a significant negative effect on Biological Attitude and no significant effect on Biological Knowledge. The strongest effect was found in the path between Biological Knowledge and Biological Attitude, confirming that cognitive mastery is the main predictor in shaping students' biology attitudes.
Conclusions: These findings highlight the importance of aligning digital and linguistic competencies with pedagogical approaches to optimize biology learning outcomes in the digital age.
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