Enhancing Biology Learning Outcomes through a Blended-Discovery Learning Model Integrated with the Bioenial Website Opik Prasetyo (a), Bowo Sugiharto (b*), Harlita (b)
a) Department of Biology Education, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat, Jl. Brigjend. H. Hasan Basri, Banjarmasin 70123, Indonesia
b) Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jl. Ir. Sutami No.36, Surakarta 57126, Indonesia
*bowo[at]fkip.uns.ac.id
Abstract
The post-COVID-19 shift to blended learning presents a significant challenge for Biology education, necessitating innovative pedagogical approaches to adapt to the digital era. This study addresses this need by investigating the effectiveness of a Blended-Discovery Learning (BDL) model, specifically when integrated with the Bioenial website, on students Biology learning outcomes. A quasi-experimental research design with a pretest-posttest nonequivalent control group was employed with 11th-grade students from a private school in Boyolali, Central Java. Three groups were compared, a control class, an experimental class using BDL with Google classroom, and another experimental class using BDL with the Bioenial website. Data were collected via a multiple-choice test and analyzed using an ANCOVA test. The findings reveal a significant improvement in learning outcomes, as indicated by a significant increase in post-test scores compared to pre-test in all groups. However, the BDL model integrated with the Bioenial website showed the highest scores, followed by the BDL with Google classroom, and the control group. The results highlight the potential of BDL as an effective teaching strategy in Biology. Therefore, the implementation of the BDL model, especially when supported by a specialized digital platform, is highly recommended to enhance students learning outcomes.
