Students’ Responses to TPACK-Based Innovative Teaching Materials for Problem-Solving Learning

Innovative and technologically integrated teaching resources that foster students' active learning and problem-solving abilities are necessary for biology education in the digital age. The purpose of this study was to examine how undergraduate students responded to novel teaching resources that combined problem-solving learning strategies with the Technological Pedagogical Content Knowledge (TPACK) framework in biology education. Seventy undergraduate students participated in the study, which used a descriptive quantitative research approach. Students' opinions about problem-solving exercises, technology integration, learning engagement, and content integration were gauged by the questionnaire. Mean scores and response categories were used in a descriptive analysis of the data. The results indicated that students' responses had an average score of 4.31, which was classified as "High." The statement about digital characteristics that facilitate interactive learning had the highest response (M = 4.40), followed by problem-solving exercises that assist students in critically analysing biological challenges (M = 4.37). The findings show that the use of TPACK-based creative teaching resources combined with problem-solving teaching strategies was well received by the students. Higher education biology learning experiences were made more engaging, dynamic, and meaningful by the instructional materials.

TPACK, innovative teaching materials, student responses

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