SINTA

0.0

Impact

Google Scholar

8

h-index

Journal of Academic Biology and Biology Education

Open Access Journal

Innovative Flipchart-Based Learning Media for Biology Education: A Developmental Research Study

Farhanah Farhanah
State Junior High School 33 Bandar Lampung
Indonesia
hnhanafrhanaa@gmail.com
Ayu Ayu
Nusantara Junior High School Bandar Lampung
Indonesia
Budi Budi
Tirtayasa Junior High School Bandar Lampung
Indonesia
Vivin Yuliza
Raden Intan State Islamic University
Indonesia
Share

  • Purpose of the study: This study aimed to develop a flipchart-based learning media for biology education on ecosystem topics for seventh-grade students and to evaluate its feasibility and user responses for classroom implementation.

    Methodology: This study employed a Research and Development approach adapted from the Borg and Gall model. Data were collected through observations, interviews, documentation, and structured questionnaires. The instruments included content expert, language expert, media expert, teacher response, and student response questionnaires based on the Walker and Hess evaluation framework. Data were analyzed using descriptive quantitative techniques with percentage-based feasibility assessments.

    Main Findings: The developed flipchart-based learning media was successfully produced and evaluated. Media expert validation yielded a feasibility score of 84%, language expert validation reached 91%, and content expert validation achieved 58%. Teacher responses showed an average score of 71%, while student responses reached 63%. Overall, the developed learning media was categorized as feasible and received positive responses from both teachers and students, indicating its suitability for supporting biology learning activities.

    Novelty/Originality of this study: This study introduces a flipchart-based biology learning medium specifically designed for ecosystem learning at the junior secondary level. Unlike previous studies that predominantly focus on digital learning technologies, this research emphasizes a practical, low-cost, and visually structured instructional medium. The study contributes empirical evidence regarding the development process, expert validation, and user responses, thereby expanding knowledge on alternative learning media for biology education in resource-limited educational settings.

  • How to cite

    [1]
    F. Farhanah, A. Ayu, B. Budi, and V. Yuliza, “Innovative Flipchart-Based Learning Media for Biology Education: A Developmental Research Study”, Jou. Acd. Bio. Ed, vol. 3, no. 1, pp. 156–165, Jun. 2026, doi: 10.37251/jouabe.v3i1.3453.

    More Citation Formats

  • 0
    Abstract views
    0
    Downloads

    Metrics — Badges

    1. H. Semilarski and A. Laisu, “Exploring biological literacy: A systematic literature review of biological literacy,” Eur. J. Educ. Res., vol. 10, no. 4, pp. 1907–1918, 2021, doi: 10.12973/eu-jer.10.3.1181.
    2. H. Suwono, N. L. Rofi’Ah, M. Saefi, and R. Fachrunnisa, “Interactive socio-scientific inquiry for promoting scientific literacy, enhancing biological knowledge, and developing critical thinking,” J. Biol. Educ., vol. 57, no. 5, pp. 944–959, Oct. 2023, doi: 10.1080/00219266.2021.2006270.
    3. H. M. Hsbollah and H. Hassan, “Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications,” Malaysian J. Learn. Instr., vol. 19, no. 1, pp. 147–181, 2022, doi: 10.32890/mjli2022.19.1.6.
    4. R. Koskinen and H. Pitkäniemi, “Meaningful learning in mathematics: A research synthesis of teaching approaches,” Int. Electron. J. Math. Educ., vol. 17, no. 2, pp. 1–16, Feb. 2022, doi: 10.29333/iejme/11715.
    5. Y. D. Puspitarini and M. Hanif, “Using learning media to increase kearning motivation in elementary school,” Anatol. J. Educ., vol. 4, no. 2, pp. 53–60, 2019, doi: 10.29333/aje.2019.426a.
    6. A. Alfiyani and D. Darmawan, “The influence of classroommManagement and the use of learning media on increasing student learning motivation,” Hikmah, vol. 20, no. 2, pp. 372–382, 2023, doi: 10.53802/hikmah.v20i2.336.
    7. R. M. J. Lagura and M. L. Bulay, “Enhancing students’ engagement and conceptual understanding on select biological concepts in an interactive learning management system,” in 2025 14th International Conference on Educational and Information Technology (ICEIT), IEEE, Mar. 2025, pp. 273–280. doi: 10.1109/ICEIT64364.2025.10975885.
    8. M. Z. Afnan and R. P. Puspitawati, “Exploration of biological concept understanding through augmented reality: A constructivism theory approach,” JPBI (Jurnal Pendidik. Biol. Indones., vol. 10, no. 3, pp. 1139–1147, 2024, doi: 10.22219/jpbi.v10i3.36896.
    9. M. Zheng, “Psychology curriculum and teaching based on the student-centered approach,” Adv. Educ. Technol. Psychol., vol. 8, no. 3, pp. 30–37, 2024, doi: 10.23977/aetp.2024.080305.
    10. A. Ahmed and B. C. Ekong, “Do we need special preparation for teaching the special children ?,” Edutama J. Ilm. Penelit. Tindakan Kelas, vol. 2, no. 2, pp. 140–146, 2026, doi: 10.69533.
    11. L. S. Sitorus et al., “Literature review on the use of technology-based learning media in the context of distance learning,” J. Med. Med., vol. 4, no. 3, pp. 283–289, 2025.
    12. H. Apriani, “Utilization of ‘learning house’ as a technology-based media for technology-based Indonesian learning,” Edunesia J. Ilm. Pendidik., vol. 4, no. 2, pp. 695–710, 2023, doi: 10.51276/edu.v4i2.294.
    13. V. Mutale, A. Chikonde, and P. Mwewa, “An appraisal of diagrams and models in biology education : Examining the extent of their pedagogical integration, pedagogical value, and influence on learner performance in Kitwe, Zambia,” J. Res. Innov. Implic. Educ., vol. 10, no. 1, pp. 561–573, 2026, doi: 10.59765/n2tw8.
    14. L. Aja et al., “Impacts of instructional materials in enhancing biology concepts retention among secondary school students in Izzi, Ebonyi State, Nigeria,” J. Res. Environ. Sci. Educ., vol. 3, no. 1, pp. 46–57, 2026, doi: 10.70232/jrese.v3i1.43.
    15. E. I. Okereke and N. G. Okoro, “Improving students’ interest in biology using powerpoint presentation and flipchart teaching strategies,” African J. Sci. Technol. Math. Educ., vol. 0141, no. 6, pp. 413–421, 2023.
    16. H. Mawaddah and R. Rasyidah, “Enhancing students’ scientific literacy on competence aspect through flipchart media : A development study on human respiratory system learning,” J. Pembelajaran dan Biol. Nukl., vol. 11, no. 3, pp. 1160–1173, 2025, doi: 10.36987/jpbn.v11i3.8100.
    17. J. M. V. Campoverde, I. S. L. Quishpe, and G. S. V. Álvarez, “The flip chart to enhance efl learners’ vocabulary,” Rev. Científica Innovación Educ. y Soc. Actual “ALCON,” vol. 5, no. 1, pp. 144–165, 2025, doi: 10.62305/alcon.v5i1.388.
    18. I. Y. Y. Awalia, M. N. Z. Makmun, and L. Fadilah, “The implementation of course review horay learning model with flip chart media to improve thematic learning outcomes of elementary school students,” J. Child. Dev., vol. 4, no. 1, pp. 72–86, 2024, doi: 10.25217/jcd.v4i1.4476.
    19. M. Lubis, M. Nurkanti, and R. Hartono, “The role of technology-enhanced learning media in supporting innovative teaching methods in higher education,” Int. J. Technol. Educ. Sci., vol. 10, no. 3, pp. 676–692, 2026, doi: 10.46328/ijtes.8123.
    20. M. Yu, “Technology‐Enhanced Education,” in The Wiley Handbook of Sustainability in Higher Education Learning and Teaching, Wiley, 2022, pp. 133–151. doi: 10.1002/9781119852858.ch7.
    21. Y. A. Tantu, M. H. Sumampouw, and M. M. F. Rampengan, “Development of flipcharts as a learning media with material on the human digestive system for students at smp negeri 4 bitung,” Dharma Acariya Nusant. J. Pendidikan, Bhs. dan Budaya, vol. 1, no. 2, pp. 103–115, 2023, doi: 10.47861/jdan.v1i2.487.
    22. J. Dongoran et al., “The effect of circuit learning model assisted by flip chart media on science learning outcomes,” J. Darma Agung, vol. 32, no. 1, pp. 311–322, 2024, doi: 10.46930/ojsuda.v32i1.4025.
    23. Masrizal, R. Sukmana, and B. Trianto, “The effect of islamic financial literacy on business performance with emphasis on the role of islamic financial inclusion: Case study in Indonesia,” J. Islam. Mark., vol. 16, no. 1, pp. 166–192, Jan. 2025, doi: 10.1108/JIMA-07-2022-0197.
    24. J. Kim, S. Yu, R. Detrick, and N. Li, “Exploring students’ perspectives on Generative AI-assisted academic writing,” Educ. Inf. Technol., vol. 30, no. 1, pp. 1265–1300, Jan. 2025, doi: 10.1007/s10639-024-12878-7.
    25. R. K. Dewi et al., “Development research in science education: A systematic literature review of trends in development models and instruments used,” J. Penelit. Pendidik. IPA, vol. 10, no. 5, pp. 250–261, 2024, doi: 10.29303/jppipa.v10i5.6876.
    26. A. Syahrul, K. Mustami, and S. Ondeng, “Research and development (r&d) and evaluation research: A comparative analysis of methodologies and applications in educational and technological innovation,” Agency J. Manag. Bus., vol. 5, no. 1, pp. 105–111, 2025, doi: 10.54065/agency.5.1.2025.469.
    27. R. A. Assirri, I. P. Artayasa, N. Hidayatullah, R. D. Sapitri, R. S. Irawan, and S. Rahayu, “Exploring the application of the borg&gall development model in science education: A review of literature,” Indones. J. Innov. Educ. Res., vol. 2, no. 2, pp. 59–64, 2025, doi: 10.63980/ijier.v2i2.112.
    28. A. Purba, “Indonesian teaching materials in competency-based universities text orientation; Research and development at the University of Jambi through the borg & gall model,” Pakistan J. Life Soc. Sci., vol. 22, no. 2, pp. 24355–24369, 2024, doi: 10.57239/pjlss-2024-22.2.001739.
    29. A. B. Haryanti, “Needs analysis for the development of flipchart-based learning media with the jigsaw method to improve students’ concept understanding of vector material in class x sma Bengkulu City,” Indones. J. Pedagog. Teach. Educ., vol. 1, no. 1, pp. 27–32, 2023, doi: 10.58723/ijopate.v1i1.70.
    30. M. Nurrahman, S. Marmoah, and K. C. Suryandari, “Assessing srbp-based instructional materials: An expert judgment approach,” in Social, Humanities, and Educational Studies, 2025, pp. 92–104.
    31. S. B. P. Utami, N. Riska, R. Rusilanti, and A. Gumelar, “Evaluation of content validity for an educational media instrument to enhance early childhood education (paud) teachers’ nutrition knowledge,” J. Pendidik. dan Pembelajaran Indones., vol. 5, no. 4, pp. 1801–1808, 2025, doi: 10.53299/jppi.v5i4.2531.
    32. H. R. Ganesha and P. S. Aithal, “Choosing an appropriate data collection instrument and checking for the calibration, validity, and reliability of data collection instrument before collecting the data during Ph.D. program in India,” Int. J. Manag. Technol. Soc. Sci., vol. 7, no. 2, pp. 497–513, 2022, doi: 10.47992/ijmts.2581.6012.0235.
    33. L. M. C. Benavides, J. A. T. Arias, D. Burgos, and A. Martens, “Measuring digital transformation in higher education institutions – content validity instrument,” Appl. Comput. Informatics, vol. 22, no. 1, pp. 129–144, 2022, doi: 10.1108/ACI-03-2022-0069.
    34. Z. Farhana, A. S. Khan, and S. A. Chowdhury, “ICT in biology education: Teachers’ readiness and implementation challenges in the context of Bangladesh,” Discov. Educ., vol. 3, no. 1, pp. 1–17, 2024, doi: 10.1007/s44217-024-00273-w.
    35. H. K. Manggopa, D. R. H. Kumampung, and J. R. Batmetan, “Teachers’ perspectives on integrating information technology into biology education management in senior high schools,” vol. 4, no. 2, pp. 157–171, 2025.
    36. T. Ebbers et al., “The impact of structured and standardized documentation on documentation quality; a multicenter, retrospective study,” J. Med. Syst., vol. 46, no. 7, pp. 1–7, 2022, doi: 10.1007/s10916-022-01837-9.
    37. B. W. Furidha, “Comprehension of the descriptive qualitative research method: A critical assessment of the literature,” ACITYA WISESA J. Multidiscip. Res., vol. 2, no. 4, pp. 1–8, 2023, doi: 10.56943/jmr.v2i4.443.
    38. J. A. Nenohai, D. A. Rokhim, N. I. Agustina, and M. Munzil, “Development of gamification-based wordwall game platform on reaction rate materials,” Orbital, vol. 14, no. 2, pp. 116–122, 2022, doi: 10.17807/orbital.v14i2.16206.
    39. B. Dursun, “A qualitative research technique: Interview,” J. Interdiscip. Educ. Res., vol. 7, no. 14, pp. 100–113, 2023, doi: 10.57135/jier.
    40. N. N. Yusupova, “Intensive learning of english in the pedagogical educational environment on the basis of media technologies,” J. Posit. Sch. Psychol., vol. 6, no. 4, pp. 5666–5674, 2022.
    41. B. A. Ambe et al., “Electronic media learning technologies and environmental education pedagogy in tertiary institutions in Nigeria,” Soc. Sci. Humanit. Open, vol. 9, no. November 2023, pp. 1–7, 2024, doi: 10.1016/j.ssaho.2023.100760.
    42. R. Febrianasari, E. Susantini, and S. Suryanti, “Needs analysis for the development of contextual card media to enhance understanding of ecosystem harmony in fifth-grade elementary students,” J. Innov. Res. Prim. Educ., vol. 4, no. 4, pp. 3610–3620, 2025, doi: 10.56916/jirpe.v4i4.2387.
    43. M. Jamshidi, A. Dehghaniyan Serej, A. Jamshidi, and O. Moztarzadeh, “The meta-metaverse: Ideation and future directions,” Futur. Internet, vol. 15, no. 8, pp. 1–31, 2023, doi: 10.3390/fi15080252.
    44. E. C. Iderima, “The development phase in instructional design: Putting instructional elements together,” Int. J. Innov. Educ. Res., vol. 4, no. 13, pp. 267–278, 2025, doi: 10.5281/zenodo.17581384.
    45. L. R. Marzalius and I. R. Jasril, “Interactive multimedia learning for vocational electronics education : development, validation, and classroom implementation,” J. Hypermedia Technol. Learn., vol. 4, no. 1, pp. 16–29, 2026, doi: 10.58536/j-hytel.210.
    46. H. Akram, A. H. Abdelrady, A. S. Al-Adwan, and M. Ramzan, “Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review,” Front. Psychol., vol. 13, pp. 1–9, 2022, doi: 10.3389/fpsyg.2022.920317.
    47. A. I. Ngao, G. Sang, and J. E. Kihwele, “Understanding teacher educators’ perceptions and practices about ict integration in teacher education program,” Educ. Sci., vol. 12, no. 8, pp. 1–18, 2022, doi: 10.3390/educsci12080549.
    48. C. Mbaleki, F. A. Elegbeleye, O. A. Esan, and T. Rabotapi, “Power supply rationing in an era of e-learning: Evidence from the rural university,” EUREKA Soc. Humanit., no. 6, pp. 3–12, 2023, doi: 10.21303/2504-5571.2023.003184.
    49. S. M. Simiyu and E. Masibo, “Amplifying Student Voice in a Divided Digital Landscape,” in Addressing Digital Divides in International Higher Education, IGI Global Scientific Publishing, 2026, pp. 167–198. doi: 10.4018/979-8-3373-6911-2.ch006.
    50. F. An, L. Xi, and J. Yu, “The relationship between technology acceptance and self-regulated learning: The mediation roles of intrinsic motivation and learning engagement,” Educ. Inf. Technol., vol. 29, no. 3, pp. 2605–2623, 2024, doi: 10.1007/s10639-023-11959-3.
    51. J. I. Chisunum and C. N. Nwadiokwu, “Enhancing student engagement through practical production and utilization of instructional materials in an educational technology class: A multifaceted approach,” NIU J. Educ. Res., vol. 10, no. 2, pp. 81–89, 2024, doi: 10.58709/niujed.v10i2.2002.