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In the era of globalization, digital literacy has become one of the competencies that students must possess. Rarely can one find research that examines the effect of the WE-ARe model on digital literacy in biology education. WE-ARe is a constructivist-based active learning model consisting of Warmup, Exploring, Argumentation, and Resume phases that emphasize students' collaborative and elaborative qualities. The objective of the study was to determine the impact of the WE-ARe model on the digital literacy of future biology teacher candidates. This is a quasi-experimental study using the Pretest-Posttest Control Group Design. The research population comprised all Tadris Biology students from IAIN Ternate and STKIP Kie Raha in the City of Ternate, North Maluku, Indonesia. The research sample contained 60 fourth-semester students from the Department of Tadris Biology. The validity score for the literacy digital instrument was 3.89 (very valid), while the correlation value (r-calculated) was 0.585. The Cronbach-Alpha analysis showed a score of 0.939, indicating that the literacy digital instrument was valid and reliable for use in data collection. This study was conducted during the even semester of the 2021/2022 academic year. The data were analyzed through ANACOVA using 5% level of significance. The results demonstrated that the WE-ARe model had an impact on the preservice biology teachers' digital literacy. The findings of this study provide an insight on the use of a new learning model that can be used to enhance students' 21st century skills. [ABSTRACT FROM AUTHOR]

Metacognitive skills are one of the abilities required in the twenty-first century, to achieve independent learning. However, these skills still need to review whether these skills have been empowered by educators, particularly in universities. This research was aimed at determining the metacognitive skill profile of Biology Education students at the Institute of Teachers’ Education in South Sulawesi, Indonesia. This research used a descriptive quantitative method. The population of this research was all the students of the Biology Education Study Program at the non-state Institute of Teachers’ Education in South Sulawesi. The samples of this research were 356 Biology Education students in the second semester who programmed the Environmental Science course in the 2020/2021 academic year. The instrument used in this research was an essay test to measure students’ metacognitive skills in the Environmental Science course. The results of the data analysis indicate that the students’ metacognitive skills are in the category of undeveloped as much as 89.27%. Therefore, some efforts to improve students’ metacognitive skills are required by those institutes through the implementation of a learning model which can empower the metacognitive skills of the prospective Biology teacher students. [ABSTRACT FROM AUTHOR]