<![CDATA[Biology education in senior high school plays a pivotal role in shaping students’ scientific literacy, particularly in understanding abstract physiological concepts such as the human respiratory system. However, students often face difficulties in comprehending the dynamic processes of respiration when learning is limited to static images and conventional teaching methods. This study aims to investigate the effectiveness of interactive biology animation media in enhancing students’ conceptual understanding of the respiratory system. Employing a quantitative approach with a quasi-experimental design, the study involved 60 eleventh-grade students divided into an experimental group and a control group. Data were collected through pretest and posttest assessments, observation sheets of student engagement, and validated test instruments. The findings reveal that students in the experimental group, who were taught using interactive animation media, demonstrated significantly higher posttest scores compared to those in the control group. The mean N-Gain score of the experimental group (0.68) was higher than that of the control group (0.47), categorized as medium to high improvement. In addition, student engagement was observed to be more active in the experimental group, with greater participation in questioning, answering, and discussion activities. These results support Mariana’s cognitive theory of multimedia learning and highlight the pedagogical value of technology-based media in science education. The study concludes that interactive animation media is an effective tool to improve students’ understanding of abstract biology concepts, particularly the respiratory system. Despite the limited sample size and scope, the research contributes both theoretically and practically by providing empirical evidence for integrating digital media in classroom practice and offers recommendations for further studies with larger and more diverse populations.]]>
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