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All Journal Journal of Community Development Jurnal Padamu Negeri International Journal of Sustainable English Language, Education, and Science ⁠International Journal of Sustainable Social Culture, Science Technology, Management, and Law Humanities
Liza Choirun Nisa
Universitas Kristen Cipta Wacana
Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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Active Learning Strategies in Higher Education Biology: A Literature Review of Inquiry-Based Learning, Problem-Based Learning, and Flipped Classroom Approaches zainul muttaqin; Suroso; Liza Choirun Nisa
⁠International Journal of Sustainable Social Culture, Science Technology, Management, and Law Humanities Vol. 3 No. 1 (2026)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/wqrvrv15

Abstract

Biology education in higher education faces significant challenges in fostering conceptual understanding, critical thinking, and scientific inquiry skills among students. Traditional teacher-centered instruction often positions students as passive recipients of information, limiting their engagement in knowledge construction. Consequently, active learning strategies have gained considerable attention as effective approaches to improve the quality of biology education. This review aims to examine the implementation of active learning strategies in higher education biology through three major pedagogical approaches: Inquiry-Based Learning (IBL), Problem-Based Learning (PBL), and the Flipped Classroom model. A literature review methodology was employed to synthesize findings from previous studies concerning the implementation of active learning in biology education. The findings indicate that Inquiry-Based Learning effectively enhances scientific reasoning, investigative skills, and conceptual understanding. Problem-Based Learning promotes critical thinking, collaborative learning, and the application of biological concepts to authentic problems. Meanwhile, the Flipped Classroom model encourages self-directed learning and optimizes classroom interaction through active discussions and problem-solving activities. Integrating these approaches provides a promising framework for developing meaningful, student-centered biology instruction that supports the acquisition of twenty-first-century competencies.
Co-Authors Aria Dian Tri Wahyuni Aridatuz Zahroh Ferdinant Pakage Hendrik Richard Juniarti Wulan Lestari Lidiastuti, Arinda Eka Muhamad Solikhin Muhammad Fariq Heemal Attruk Prayitno Ribut Suwasono Rahmad Rafid Rakhmawati, Annisa Nur Rizky Perdana Bayu Putra Shochib Adianto Slamet Slamet Suroso Yovita Besi zainul muttaqin Zainul Muttaqin