Project-Based Learning Combined with Library Visits and Its Influence on Digital Literacy in the Denpasar Area, Bali

Abstract

Digital literacy has become a crucial competence in responding to the demands of 21st-century education, particularly in higher education settings where students are expected to critically access, evaluate, and utilize digital information. This study aims to examine the influence of Project-Based Learning (PjBL) integrated with library visiting activities on university students’ digital literacy in Denpasar, Bali. The research employed a quantitative correlational design involving 100 undergraduate students from several higher education institutions in Bali during the 2024/2025 academic year. Data were collected through a structured questionnaire using a five-point Likert scale. The research instruments were validated using the Pearson Product–Moment correlation and tested for reliability using Cronbach’s Alpha, which indicated high levels of validity and reliability for both variables. Simple linear regression analysis was conducted to test the research hypothesis. The results revealed that Project-Based Learning integrated with library visiting did not have a statistically significant effect on students’ digital literacy, as indicated by a significance value of 0.851 (> 0.05). These findings suggest that although PjBL and library visits are theoretically associated with digital literacy development, their implementation in this context has not yet effectively enhanced students’ digital literacy skills. The study highlights the importance of strengthening technology integration, optimizing digital library resources, and providing structured digital literacy training to ensure that project-based learning contributes meaningfully to the development of students’ digital competencies.