 Corresponding author: Ridwan Abd Tholib Zain Copyright © 2023 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0. Learning devices using the project-based learning (PJBL) model to learn environmental change materials and augment environmental literacy Ridwan Abd Tholib Zain * , Ramli Utina and Marini Susanti Hamidun Department of Biology, Universitas Negeri Gorontalo, Jalan Jenderal Sudirman No. 6 Gorontalo City, Indonesia. World Journal of Advanced Research and Reviews, 2023, 17(01), 279–284 Publication history: Received on 12 November 2022; revised on 25 December 2022; accepted on 28 December 2022 Article DOI: https://doi.org/10.30574/wjarr.2023.17.1.1413 Abstract It is research and development using the 4D (define, design, develop, and disseminate) model to learn environmental change materials and augment environmental literacy. We carried out the research on tenth graders Mia SMA Negeri 1 Tabukan Utara, Sangihe. The research aims to:  Define the validity of learning devices using the project-based learning (PjBL) model,  Define the practicality of learning devices using the project-based learning (PjBL) model,  Define the effectiveness of learning devices using the project-based learning (PjBL) model. We collected data from 15 students in the first trial test and 60 students in the second one. The data were then validated by referring to lesson plans, E-LKPD, tests, and model attractiveness. Additionally, we also collected data on student pretest and posttest, skills, and concerns about the environment. The results demonstrated that learning devices using project-based learning (PjBL) to learn environmental change materials were reliable and effective for elevating students’ knowledge, skills, and environmental literacy. Keywords: Literacy; Learning Device; Project-based Learning; Model 1. Introduction Developing education is a hot topic debatable from time to time as education plays a paramount role in setting up human resources for development aligned with the era’s development. Educational actors, either the government or educational institutions, accordingly, endeavor to afford quality educational services, breeding quality graduates relevant to the era’s development and changes. In the 4.0 revolution era, coinciding with the COVID-19 pandemic, educational institutions, including schools, should employ technological advancement in delivering educational services to students as capital for facing technological changes and development, when either working or pursuing higher education levels (Faturohman, 2020:2). And yet, attempts to employ technology, information, and communication (TIK) in education are still problematic. Some issues appearing ardently in the integration (TIK) into learning processes are TIK-related capability of teachers, facility and infrastructure availability, and managerial competencies of the educational institutions concerned. A lack of the schools’ managerial competencies in exerting TIK during a learning process brings about poorly leveraged TIK-advocating facilities and infrastructures. In addition, the strategy applied is conventional, making students prefer to imitate than bring on new ideas (Maimun and Fitri, 2012:9). The learning strategy is considered old because being unable to be customized with the advanced era development. The Ministry of Education and Culture of the Republic of Indonesia, through Circular Letter Number 4/2020 concerning Implementation Education-Related Policy during the emergency because of the Coronavirus Disease (COVID-19)