Development of a Digital Technology-Based Biology Learning Model to Enhance Conceptual Understanding

Abstract

This qualitative study aims to develop a digital technology-based biology learning model to enhance students’ conceptual understanding of abstract and complex biological concepts. The study responds to the problem that biology learning often still relies on verbal explanation, textbook images, and memorization, while many biological processes require visual, interactive, and contextual representation. This research used an instrumental case study design conducted in a senior high school that had implemented digital technology in biology learning. Data were collected through semi-structured interviews, limited participatory observation, documentation, and researcher reflective notes. The participants included biology teachers, eleventh-grade students, a vice principal for curriculum affairs, and learning or digital media experts selected through purposive sampling. The data were analyzed using reflexive thematic analysis. The findings revealed four main themes: digital visualization helped students understand abstract concepts, student engagement increased when technology was integrated with inquiry-based activities, teacher facilitation determined the quality of conceptual understanding, and digital learning faced constraints related to access, readiness, and classroom management. Based on these findings, the study developed a five-stage model consisting of orientation, visualization, exploration, conceptual construction, and reflection. This study contributes to the understanding of digital biology learning by showing that technology becomes meaningful when it supports active concept construction, teacher scaffolding, and reflective learning. The findings imply that schools need to support digital learning through infrastructure, teacher training, and pedagogically grounded technology integration. Further studies can test this model in broader contexts and specific biology topics.