Integrating Gamified Blended Learning in Biology Education: Enhancing Scientific Literacy and Critical Thinking Skills in Higher Education
DOI:
https://doi.org/10.22373/biotik.v13i2.31692Abstract
Abstract: In the context of Indonesian higher education, conventional learning approaches centered on lecturers are still dominant, thus inhibiting active student involvement and the development of higher-order thinking skills, especially in biology learning that requires conceptual understanding, analytical skills, and scientific application. This study aims to analyze the improvement of students' scientific literacy and critical thinking skills after the implementation of gamified blended learning on the material of Root Anatomy. This study uses Mixed Methods Research with a quasi-experimental design approach. The results of the scientific literacy analysis show a t-value of 9.45, greater than the t table of 1.54 at a significance level of 0.05, and a significance value of 0.00 <0.05. In addition, the results of the t-test on the results of critical thinking skills strengthen these findings with a t-value of 7.48> t table 1.34, which indicates a very significant difference between the average N-gain values of students in the experimental class and the control class. Thus, the alternative hypothesis (Ha) is accepted, which means that the gamified blended learning model is effective in improving students' critical thinking skills and scientific literacy.
Keyword: Blended Learning; Gamification; Science Literacy; Critical Thinking Skills.
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