The Effectiveness of Interactive Biology Learning Media Assisted by 3D PageFlip Professional Software in Improving High School Students’ Conceptual Understanding

Abstract

Conceptual understanding is an essential learning outcome in biology because it enables students to explain biological phenomena, connect related concepts, and apply scientific knowledge in different contexts. This study aimed to examine the descriptive improvement in high school students’ conceptual understanding after learning with interactive biology learning media assisted by 3D PageFlip Professional software. The study employed a pre-experimental one-group pretest–posttest design involving 35 Grade XI students at SMAN 1 Keruak. The interactive media were integrated into discovery learning activities. Data were collected using a 21-item multiple-choice conceptual-understanding test covering the C1–C6 cognitive levels of the revised Bloom’s Taxonomy. The data were analyzed descriptively by comparing pretest and posttest scores and calculating normalized gain. The students’ mean score increased from 29.39 on the pretest to 76.87 on the posttest, with improvement across all cognitive levels. The normalized gain was 0.67, classified as moderate, and the N-gain percentage was 67.45%, categorized as moderately effective according to the adopted criterion. The highest gains occurred at C1 and C3, whereas C6 showed the lowest gain. These results indicate a descriptive improvement in conceptual understanding; however, because the study used a single-group design and did not report inferential testing, the findings should not be interpreted as evidence of statistical significance or causal effectiveness.