Remap-TPS integrated Flipped Classroom to Enhance Students’ Digital Literacy in Biology Learning

Abstract

Digital literacy is very important, but various research results show that high school students' digital literacy is still low and needs to be improved. The Remap-TPS integrated Flipped Classroom requires students to utilize technology in learning. This process has the potential to empower students' digital literacy. This research aims to determine the effect of the Remap-TPS integrated Flipped Classroom on students' digital literacy in biology learning. The research design used was a pretest-posttest nonequivalent control group design. The research sample consisted of 72 class X students at SMAN 9 Malang, East Java, Indonesia. They were divided into an experimental class and a control class. The experimental class was taught using the Remap-TPS integrated Flipped Classroom, while the control class was taught using the TPS model. Data was collected through pretest and posttest using questionnaires referring to digital literacy indicators consisting of behavior towards technology, technical, cognitive, and social-emotional. Data analysis was carried out using the ANCOVA test with a significance level of 5%, then continued with the LSD test. The research results show that the Remap-TPS integrated Flipped Classroom affects students' digital literacy. Therefore, this model can be used as an alternative learning model to increase students' digital literacy in biology learning.