Development of a Biology Learning Model using Inquiry-based Learning and Conceptual Processes to Enhance Scientific Communication Abilities and Digital Literacies of Grade 12 Students

Abstract

The objectives of this research were 1) to develop and determine the quality of the Biology  Learning Model 2) to study the effectiveness of the Biology  Learning Model 2.1) to study the scientific communication ability of Grade 12 students after learning through the biology learning model 2.2) to study the digital literacy of Grade 12 students after learning through the biology learning model. The sample group for this study consisted of 42 Grade 12 students in the first semester of the academic year 2024, selected through cluster sampling. The research instruments included 1) the biology learning model, 2) lesson plans, 3) a scientific communication ability form, and 4) a digital literacy form. Data were analyzed using percentage, mean (M), and standard deviation (S.D.). The results showed that 1. The developed biology learning model had five components: 1.1) principles, 1.2) objectives, 1.3) five learning steps, including (1) Motivation (M), (2) Exploration and Summarization of Concepts (E), (3) Discussion (D), (4) Expansion of Knowledge (E), and (5) Assessment (A), 1.4) measurement and evaluation, and 1.5) supporting factors. 2. The effectiveness of the model indicated that: 2.1) the scientific communication ability of Grade 12 students, particularly in presentation, significantly improved, and 2.2) the digital literacy of Grade 12 students also showed significant improvement.