This research aimed to develop a valid BioEd Kit learning material with a scientific approach to biodiversity,

learning material. The method used is a descriptive-quantitative approach and a quasi-experimental research

design. Developed material contains tables, easy-to-follow procedures, activities, and guide questions. The

significantly better learning outcome was achieved by participants after the utilization of learning material.

Biodiversity, the variety of life on Earth, is crucial for the health of our planet and its ecosystem. However, the

alarming decline in biodiversity due to human activities has raised concerns about the future of our environment.

Educating the younger generation about biodiversity is vital to fostering a sense of responsibility and stewardship

for the environment. However, biodiversity is a complex and abstract concept that can be challenging for young

learners to grasp through traditional teaching methods. Lectures and textbooks often fail to engage learners fully

and may not capture their interests (Lee J. et al., 2019). These limit their exposure to the natural world, hinder

their ability to appreciate biodiversity's importance and struggle to connect theoretical knowledge with real-

world application. Hence, leading to low engagement levels and poor academic performance of the students.

Experiential learning approaches, such as hands-on activities field trips, and interactive experiments, are highly

an exploration of a groundbreaking educational instrument: the BioEd Kit. This innovative approach to

biodiversity education is centered around experiential learning, offering a Do-It-Yourself Activity tailored for

students and teachers alike.

This study aimed to assess how the BioEd Kit contributes to an enriching biodiversity education experience,

benefiting both educators and their students.

Due to the sudden change in educational systems and learning modes caused by the pandemic, there has been a

noticeable change in the motivation and learning performance of the students, especially in science education.

The implementation of printed modular distance learning for the past few years has caused a shift in the

motivation of the students and affected their learning performance inside the classroom. Further, typical teaching

learners.

Specifically, this study sought to:

1. Develop a BioEd Box specifically for teaching biodiversity to high school learners;

2. Test the effectiveness of BioEd Box material in terms of students’ academic performance;

3. Determine the students’ perceptions of their experience during the utilization of BioEd Box in a class.

This study utilized a descriptive-quantitative research design—specifically, the quasi-experimental to one group

of Grade 10 learners using the pretest-posttest method. The data were gathered using the achievement test before

and after utilizing the learning material, and a feedback questionnaire after the class.

and a Feedback Questionnaire.

The Expert Validation Test, adapted from Suyanto et al. (2018), composed of a design expert test and a material

expert test, is used to validate the developed BioEd box, especially the teacher’s guide and students’ material.

The achievement test, composed of a 30-item multiple-choice test adapted from the ADM module in Science

10, was used in determining the pre-test and post-test scores of the respondents. Moreover, the Students’ Insights

and Feedback Questionnaire was used to gather the students’ perception of the utilization of BioEd box, the

BioEd box questionnaire, and a 4-point Likert scale adapted from Hsiao et al. (2016)

Table 1. Expert Validation Score for Design and Material Test

After gathering, the researchers will personally tally the gathered data and the results of the scoring table.

Descriptives. Calculate the means and standard deviation of the pre- and post-test scores on the engagement

scale level and achievement test.

Wilcoxon signed-rank test. compare the means of the pre- and post-test scores of the students to determine if

there is a significant difference in performance. Also, a comparison was made on the engagement level of the

students towards the topic before and after the implementation of the BioEd box simulation.

Interpretation. The results of the analysis will be used to determine the effectiveness of the BioEd box in teaching

biodiversity. Statistical analysis will be used to determine if there is a significant difference in the pre-test and

of images, as outlined in the materials to foster critical thinking skills. Based on the results listed in Table 2, of

the average score obtained in the expert test, it can be concluded that the developed learning material is feasible

and very well designed. It shows that the components in the energy resources interactive e-book design test are

clear, can be understood, have no ambiguous meaning, can be explored independently, foster critical thinking in

learning, and have clear instructions.

Table 2. Result of Design Expert Test

updates, and suitability of the material with the scientific approach. The expert test was also carried out by the

same validator in the product design validation test. Based on the results of the material expert test in Table 3, it

gets an average score of 3.72, so it can be concluded that the material contained in this learning material is

feasible and highly accurate with the existing provisions that are adjusted to the competencies in the k-12

curriculum. This is anchored to one of the design principles of Inguva P. et al. (2021), wherein learning material

should be accessible with user-friendly features that make it easier for students to use.

Table 3. Result of Material Expert Test

Table 5 shows that before employing the BioEd Kit learning material, the average of science performance rating

of the students was 9.37 (sd=1.81), which can be described as “did not meet expectation”. Moreover, after the

implementation of the said intervention, the average science performance rating of the students' mean increases

to 17.45 (sd=1.52), which can be described as “very satisfactory”. The result implies that there was an increase

in the science assessment before and after the implementation of the intervention. It is evident that the science

performance classification of the pupils moved to “very satisfactory” from “did not meet expectations”. As

discussed by Heinrich & Green (2020), A transition to new approaches in experiential education stands to benefit

both educators and students. This shift involves a holistic focus on design, instruction, assessment, and learning,

all while keeping the context in mind. By blending familiar components of established theories, we aim to

Table 7. Result of Students’ Perception

6. Lee, J., Song, H. D., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students’