Background The development of science literacy and environmental literacy in early childhood education is important to build critical thinking skills and ecological awareness from an early age. However, the implementation of a learning model that integrates the two literacies is still limited. In addition, research on teachers’ perceptions of innovative learning models oriented to these two literacies is also still minimal. In fact, teachers’ perceptions play an important role in determining the success of learning implementation. Therefore, this study aims to analyze teachers’ perceptions of the PIL-SMART learning model and its influence on science literacy and environmental literacy. Method This study uses a quantitative approach with a survey design. A total of 200 PAUD teachers were selected through purposive sampling. Data were collected using questionnaires that included three constructs: PIL-SMART, science literacy, and environmental literacy. The analysis was performed using Structural Equation Modeling (SEM) with the help of Jamovi (SEMLj) to test the relationship between latent variables and model feasibility. Results Model shows excellent match (χ 2 = 402; p = 0.485; RMSEA = 0.002; CFI = 0.991; TLI = 0.990). Teachers’ perception of PIL-SMART had a significant effect on science literacy (β = −0.125; p = 0.043). However, there was no significant effect on environmental literacy (β = 0.046; p = 0.091). Science literacy has a significant effect on environmental literacy (β = −0.100; p = 0.010). Conclusion PIL-SMART is effective in improving science literacy, but it has no direct effect on environmental literacy. Science literacy plays a role as a liaison in the development of environmental literacy. Strengthening exploration-based learning and hands-on experience is needed to support both literacy in an integrated manner.
Priyanti et al. (Tue,) studied this question.