Digital platforms and innovative models in advancing biology education outcomes

This study evaluates the effectiveness of an integrative multi-platform digital framework combined with active learning models in enhancing biology learning outcomes among secondary students. A quasi-experimental and pre-experimental design was employed involving 180 Grade 10–11 students from three public high schools in West Java, Indonesia. Data were collected through pretest–posttest measures and questionnaires, and analyzed using paired and independent t-tests, N-gain, and descriptive statistics. Results demonstrate significant improvements across key outcomes: motivation and achievement (Wordwall–gamification), reading interest and conceptual understanding (Wattpad–SQ3R), digital literacy and collaboration (PowToon–collaborative learning), science literacy (ChatGPT–problem-based learning), and higher-order thinking skills (YouTube–creative problem solving). This study proposes a preliminary integrative multi-platform pedagogical framework that demonstrates promising potential for enhancing biology learning outcomes across multiple competency domains. Further validation using larger and more diverse educational settings is required before broader implementation.