A Digital Learning Environment (DLE) with STEM and Game-Based Learning (GBL) approaches for fostering scientific literacy among future biology teachers

Amining Rahmasiwi, Dita Purwinda Anggerlla, Triana Atika Zulfa, Muhammad Ali

Abstract


Scientific literacy is a crucial competency for biology graduates to address 21st-century scientific and educational challenges, as it enables the understanding, evaluation, and application of scientific information in academic and real-world contexts. However, prior studies indicate that prospective biology teachers often exhibit low scientific literacy, particularly in conceptual understanding, problem-solving, and interpretation of experimental data. To address this issue, this study aimed to develop and examine the effectiveness of a Digital Learning Environment (DLE) integrating STEM and Game-Based Learning (GBL) approaches to enhance scientific literacy among prospective biology teachers. The study was conducted at Raden Mas Said State Islamic University Surakarta during the even semester of the 2023–2024 academic year, employing the ADDIE instructional design model. A pre-experimental posttest-only control group design was used during the implementation phase, involving 19 students from the Tadris Biology Program. The developed web-based DLE consisted of mission-based learning modules designed to strengthen general biology concepts, incorporating sequential missions, guiding clues, datasets, conceptual explanations, and Virtual Laboratory tools for online experimentation. Expert validation results indicated that the DLE was feasible, user-friendly, and effective in improving students’ scientific literacy. Nevertheless, the study identified several limitations, including technical challenges, students’ adaptation to digital learning, a short implementation duration, and a limited sample size, which restricts generalizability. Future studies are recommended to involve larger and more diverse samples, extend the implementation period, apply qualitative methods, and integrate adaptive learning analytics and AI-based feedback to support personalized learning and higher order scientific thinking.

Keywords


Biology education; digital learning environment (DLE); game-based learning (GBL); scientific literacy skills; STEM

Full Text:

PDF

References


Adi, W. C., Saefi, M., & Rofiah, N. L. (2020). Scientific literacy skills of pre-service biology teachers based on spent years in university and contributed factors. Jurnal Biologi dan Pembelajarannya, 18(I2), 98-103. 10.19184/bioedu.v18i2.19878

Adipat, S., Laksana, K., Busayanon, K., Ausawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: the fundamental concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169

All, A., Nuñez Castellar, E. P., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers and Education, 92(1). 90-103. https://doi.org/10.1016/j.compedu.2015.10.007

Bender, T. (2023). Discussion-based online teaching to enhance student learning: theory, practice, and assessment: Second Edition. Routledge. https://doi.org/10.4324/9781003444282

Bortnik, B., Stozhko, N., Pervukhina, I., Tchernysheva, A., & Belysheva, G. (2017). Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices. Research in Learning Technology, 25(1968), 1-19. https://doi.org/10.25304/rlt.v25.1968

Branch, R. M. (2009). Instructional design: the ADDIE Approach. Springer.

Cota, C. X. N., Díaz, A. I. M., & Duque, M. Á. R. (2014). Developing a framework to evaluate usability in m-learning systems: Mapping study and proposal. ACM International Conference Proceeding Series, 357–364. https://doi.org/10.1145/2669711.2669924

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications, Inc.

Dilmen, I., & Atalay, N. (2021). The Effect of the augmented reality applications in science class on students’ 21st century skills and basic skills. Journal of Science Learning, 4(4). 337-346. https://doi.org/10.17509/jsl.v4i4.32900

Dragoş, V., & Mih, V. (2015). Scientific literacy in school. Procedia - Social and Behavioral Sciences, 209, 167–172. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.11.273

Fajrie, M., & Fauzia, C. (2021). Pengaruh Metode Diskusi Kelas terhadap keterampilan berkomunikasi mahasiswa fakultas dakwah dan komunikasi unisnu jepara. An-Nida : Jurnal Komunikasi Islam, 13(2). 139-146. https://doi.org/10.34001/an-nida.v13i2.2644

Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2016). Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success. Internet and Higher Education, 28. 68-84 https://doi.org/10.1016/j.iheduc.2015.10.002

Genç, M. (2015). The effect of scientific studies on students’ scientific literacy and attitude. Ondokuz Mayis University Journal of Education Faculty, 34(1), 141–152. https://doi.org/10.7822/omuefd.34.1.8

Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): measuring undergraduates’ evaluation of scientific information and arguments. CBE—Life Sciences Education, 11(4), 364–377. https://doi.org/10.1187/cbe.12-03-0026

Gui, Y., Cai, Z., Yang, Y., Kong, L., Fan, X., & Tai, R. H. (2023). Effectiveness of digital educational game and game design in STEM learning: a meta-analytic review. International Journal of STEM Education, 10(1), 36. https://doi.org/10.1186/s40594-023-00424-9

Hake, R. R. (1998). Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Harmatiy, O. (2020). Media and scientific literacy development within the framework of public engagement with science. Media Education (Mediaobrazovanie), 60(4), 636–644. https://doi.org/10.13187/me.2020.4.636

Hartono, A., Djulia, E., Hasruddin, & Jayanti, U. N. A. D. (2023). Biology students’ science literacy level on genetic concepts. Jurnal Pendidikan IPA Indonesia, 12(1). 146-152. https://doi.org/10.15294/jpii.v12i1.39941

Haug, B. S., & Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100. https://doi.org/10.1016/j.tate.2021.103286

Hidayat, R., Nugroho, I., Zainuddin, Z., & Ingai, T. A. (2024). A systematic review of analytical thinking skills in STEM education settings. Information and Learning Sciences, 125(7/8), 565–586. https://doi.org/10.1108/ILS-06-2023-0070

Howard, J., & Scott, A. (2017). Any time, any place, flexible pace: technology-enhanced language learning in a teacher education programme. Australian Journal of Teacher Education, 42(6). 51-68. https://doi.org/10.14221/ajte.2017v42n6.4

Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1). 1-16 https://doi.org/10.1103/PhysRevPhysEducRes.15.010119

Ip, H. H. S., Li, C., Leoni, S., Chen, Y., Ma, K. F., Wong, C. H. to, & Li, Q. (2019). Design and evaluate immersive learning experience for massive open online courses (MOOCs). IEEE Transactions on Learning Technologies, 12(4). 503-515. https://doi.org/10.1109/TLT.2018.2878700

Irfana, S., Hardyanto, W., & Wahyuni, S. (2022). The effectiveness of stem-based android-based learning media on students’ critical thinking skills. Physics Communication, 6(1). 12-17. https://doi.org/10.15294/physcomm.v6i1.35726

Jolly, A. (2016). STEM by design: Strategies and activities for grades 4-8. STEM by design: Strategies and Activities for Grades 4(8). 1–168. https://doi.org/10.4324/9781315679976

Julià, C., & Antolí, J. Ò. (2019). Impact of implementing a long-term STEM-based active learning course on students’ motivation. International Journal of Technology and Design Education, 29 (2), 303–327. https://doi.org/10.1007/s10798-018-9441-8

Julia, J., & Isrokatun, I. (2019). Technology literacy and student practice: lecturing critical evaluation skills. International Journal of Learning, Teaching and Educational Research, 18(9). 114-130. https://doi.org/10.26803/ijlter.18.9.6

June, S., Yaacob, A., & Kheng, Y. K. (2014). Assessing the use of youtube videos and interactive activities as a critical thinking stimulator for tertiary students: an action research. International Education Studies, 7(8). 56-67. https://doi.org/10.5539/ies.v7n8p56

Kivunja, C. (2014). Do you want your students to be job-ready with 21st century skills? change pedagogies: a pedagogical paradigm shift from vygotskyian social constructivism to critical thinking, problem solving and siemens’ digital connectivism. International Journal of Higher Education, 3(3), 81–91. https://doi.org/10.5430/ijhe.v3n3p81

Koh, J. H. L., & Kan, R. Y. P. (2021). Students’ use of learning management systems and desired e-learning experiences: are they ready for next generation digital learning environments? Higher Education Research and Development, 40(5). 995-1010. https://doi.org/10.1080/07294360.2020.1799949

Li, M. C., & Tsai, C. C. (2013). Game-based learning in science education: a review of relevant research. Journal of Science Education and Technology, 22(6), 877–898. https://doi.org/10.1007/s10956-013-9436-x

Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7). 3553-3564. https://doi.org/10.12973/eurasia.2017.00744a

Marty, P. F., Alemanne, N. D., Mendenhall, A., Maurya, M., Southerland, S. A., Sampson, V., Douglas, I., Kazmer, M. M., Clark, A., & Schellinger, J. (2013). Scientific inquiry, digital literacy, and mobile computing in informal learning environments. Learning, Media and Technology, 38(4), 407–428. https://doi.org/10.1080/17439884.2013.783596

Mosha, H. J. (2012). A case study of learning materials used to deliver knowledge and skills or competency-based curricula (in tanzania). Triennale on Education and Training in Africa (Ouagadougou, Burkina Faso Nechypurenko, P., Selivanova, T., & Chernova, M. (2019). Using the cloud-oriented virtual chemical laboratory vLab in teaching the solution of experimental problems in chemistry of 9th grade students. CEUR Workshop Proceedings, 2393.

Nilyani, K., Asrizal, A., & Usmeldi, U. (2023). Effect of STEM integrated science learning on scientific literacy and critical thinking skills of students: a meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(6), 65–72. https://doi.org/10.29303/jppipa.v9i6.2614

Noskova, T., Pavlova, T., & Yakovleva, O. (2021). A study of students’ preferences in the information resources of the digital learning environment. Journal on Efficiency and Responsibility in Education and Science, 14(1), 53–65. https://doi.org/10.7160/ERIESJ.2021.140105

Nuangchalerm, P. (2010). Engaging students to perceive nature of science through socioscientific issues-based instruction. European Journal of Social Sciences, 13(1), 34–37. http://eric.ed.gov/?id=ED508531

OECD. (2019). PISA 2018 Assessment and analytical framework. In OECD Publishing.

OECD. (2024). Pisa 2022. In Perfiles Educativos (Vol. 46, Issue 183). https://doi.org/10.22201/iisue.24486167e.2024.183.61714

Prayitno, T. A., & Hidayati, N. (2022). Analysis of students’ misconception on general biology concepts using four-tier diagnostic test (FTDT). IJORER : International Journal of Recent Educational Research, 3(1). https://doi.org/10.46245/ijorer.v3i1.177

Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: a review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/https://doi.org/10.1016/j.chb.2016.05.023

Ratamun, M. M., & Osman, K. (2018). The effectiveness of virtual lab compared to physical lab in the mastery of science process skills for chemistry experiment. Problems of Education in the 21st Century, 76(4). 544-560. https://doi.org/10.33225/pec/18.76.544

Rizaldi, D. R., Nurhayati, E., & Fatimah, Z. (2020). The correlation of digital literation and STEM integration to improve Indonesian students’ skills in 21st century. International Journal of Asian Education, 1(2). 73-80. https://doi.org/10.46966/ijae.v1i2.36

Rustono, Sumarno, & Achmad Buchori. (2023). Pengembangan electronic book berbasis stem untuk meningkatkan literasi sains materi energi dan perubahannya pada siswa kelas IV Sekolah Dasar. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 9(3), 372–388. https://doi.org/10.36989/didaktik.v9i3.1546

Sahronih, S., Purwanto, A., & Sumantri, M. S. (2019). The effect of interactive learning media on students’ science learning outcomes. ACM International Conference Proceeding Series, Part F148391. https://doi.org/10.1145/3323771.3323797

Sevian, H., Yehudit Judy, D., & and Parchmann, I. (2018). How does STEM context-based learning work: what we know and what we still do not know. International Journal of Science Education, 40(10), 1095–1107. https://doi.org/10.1080/09500693.2018.1470346

Shapiro, R. B., & Squire, K. D. (2011). Games for participatory science: a paradigm for game-based learning for promoting science literacy. Educational Technology, 51(6), 34–43. https://www.jstor.org/stable/44429969

Sharon, A. J., & Baram-Tsabari, A. (2020). Can science literacy help individuals identify misinformation in everyday life? Science Education, 104(5), 873–894. https://doi.org/https://doi.org/10.1002/sce.21581

Sheffield, R. S., Koul, R. B., & Sims, C. (2024). Game-based science simulations to support learning and teaching: Science pre-service teachers’ perceptions. Innovation and Education, 6 (1), 1–29. https://doi.org/10.1163/25248502-bja00003

Simonson, M., Smaldino, S. E., Albright, M., & Zvacek, S. (2011). Teaching and learning at a distance: foundations of distance education. Pearson Education.

Siswanto, J., Mahtari, S., Febriani, W., Sari, E. (2023). The barriers to developing students’ scientific literacy in learning physics of quantities and measurements. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 11(2), 206–220. https://doi.org/10.24815/jpsi.v10i4.27767

Snow, C. E., & Dibner, K. A. (2016). Science literacy: concepts, contexts, and consequences. In Science Literacy: Concepts, Contexts, and Consequences. https://doi.org/10.17226/23595

Sugiyono. (2020). Metodologi penelitian kuantitatif, kualitatif dan R & D. Yogyakarta: UNY Press.

Suskie, L. (2018). Assessing student learning: A common sense guide. In Institutional Research

Utomo, A. P., Hasanah, L., Hariyadi, S., Narulita, E., Suratno, & Umamah, N. (2020). The effectiveness of steam-based biotechnology module equipped with flash animation for biology learning in high school. International Journal of Instruction, 13(2), 463–476. https://doi.org/10.29333/iji.2020.13232a

Van Duzor, M. W., & Rienstra-Kiracofe, J. C. (2019). The next generation digital learning environment for chemistry. ACS Symposium Series, 1318. https://doi.org/10.1021/bk-2019-1318.ch016

Voogt, J., & and Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938

Voulgari, I. (2020). Digital games for science learning and scientific literacy bt - non-formal and informal science learning in the ICT Era (M. Giannakos, Ed.; pp. 35–49). Springer Singapore. https://doi.org/10.1007/978-981-15-6747-6_3

Wahyu, Y., Suastra, I. W., Sadia, I. W., & Suarni, N. K. (2020). The effectiveness of mobile augmented reality assisted STEM-based learning on scientific literacy and students’ achievement. International Journal of Instruction, 13(3). 343-356. https://doi.org/10.29333/iji.2020.13324a

Walsh, E., Anders, K., & Hancock, S. (2013). Understanding, attitude and environment. International Journal for Researcher Development, 4(1), 19–38. https://doi.org/10.1108/IJRD-09-2012-0028

Widiyatmoko, A., Nugrahani, R., Yanitama, A., & Darmawan, M. S. (2023). The effect of virtual reality game-based learning to enhance stem literacy in energy concepts. Jurnal Pendidikan IPA Indonesia, 12(4), 648–657. https://doi.org/10.15294/jpii.v12i4.48265

Winarni, E. W., Karpudewan, M., Karyadi, B., & Gumono, G. (2022). Integrated PjBL-STEM in scientific literacy and environment attitude for elementary school. Asian Journal of Education and Training, 8(2), 43–50. https://doi.org/10.20448/edu.v8i2.3873

Yasin, F. N. (2022). Pengaruh media pembelajaran big book dengan metode diskusi untuk meningkatkan kemampuan literasi informasi siswa kelas IV Sekolah Dasar. Jurnal Muassis Pendidikan Dasar, 1(2). 142-153. https://doi.org/10.55732/jmpd.v1i2.28

Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, 26(4). 281-290. https://doi.org/10.1108/OTH-04-2017-0016




DOI: http://dx.doi.org/10.30821/biolokus.v8i2.4356

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Jurnal Biolokus : Jurnal Penelitian Pendidikan Biologi dan Biologi

indexed by :