Australian Journal of Teacher Education - Vol. 50 - Issue 2 - Article 2 - Raising Information Literacy of Biology Pre-service Teachers: Study on Three Problem Solving Methods

Oct 15, 2026

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Integrating information literacy instruction into subject-specific curricula remains challenging for prospective biology teachers. This quasi-experimental study uses a nonrandomized pretest-posttest control group design to compare challenge-based learning (CBL), problem-based learning (PBL), and classroom discussion (PCD) in improving information literacy. Participants were 183 students from three freshmen and three sophomores in the biology education program. CBL produced significant gains across five indicators: identifying needed information, acquiring it effectively and efficiently, critically evaluating information and sources, using information to meet goals, and considering ethical and legal aspects of information use.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Information literacy in education and lifelong learning

Current approaches to teaching information literacy

Study design and outcomes

Comparison of CBL, PBL, and PCD

Indicators of information literacy improvement

Australian Journal of Teacher Education | Volume 50 Issue 2 | Article 2 | | --- | --- | | 2025
Raising Information Literacy of Biology Pre-service Teachers: Study on Three Problem Solving Methods
Muhammad Saefi
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Hadi Suwono
Universitas Negeri Malang, Indonesia
Rifka Fachrunnisa
Universitas Negeri Malang, Indonesia
Widi Cahya Adi
Universitas Islam Negeri Walisongo Semarang, Indonesia
Herawati Susilo
Universitas Negeri Malang, Indonesia
Ahmad Kamal Sudrajat
Universitas Negeri Yogyakarta, Indonesia
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Higher Education and Teaching Commons | | Recommended Citation Saefi, M., Suwono, H., Fachrunnisa, R., Adi, W. C., Susilo, H., & Sudrajat, A. K. (2025) . Raising Information Literacy of Biology Pre-service Teachers: Study on Three Problem Solving Methods. Australian Journal of Teacher Education, 50(2) . [https://doi.org/10.14221/1835-517X.6442](https://doi.org/10.14221/1835-517X.6442) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol50/iss2/2](https://ro.ecu.edu.au/ajte/vol50/iss2/2) Raising Information Literacy of Biology Pre-Service Teachers: Study on Three Problem Solving Methods Muhammad Saefi Biology Study Program, Faculty of Science and Technology, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia Hadi Suwono Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia Center of Research and Innovation on STEM Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia Rifka Fachrunnisa Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia Widi Cahya Adi Biology Education Study Program, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang, Indonesia Herawati Susilo Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia Ahmad Kamal Sudrajat Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Indonesia Abstract: Integrating information literacy teaching methods with subject-content curricula to develop prospective biology teacher students ' abilities is still problematic. This quasi-experimental research, with a nonrandomized pretest-posttest control group design, intends to compare the influences of challenge-based learning (CBL), problem-based learning (PBL), and problem-solving through classroom discussion (PCD)– as the control-in improving information literacy. This study involved 183 students from three classes offreshmen and three sophomores in the biology education program. The results showed that CBL significantly improved students' information literacy compared to PBL and PCD across five indicators: 1) identifying the required information, 2) attaining the required information effectively and efficiently, 3) critically evaluating information and its sources, 4) effectively using the information to achieve goals, and 5) considering the ethical and legal aspects of information use. This work has revealed that CBL needs to be developed intensively in higher education to prompt students’ information literacy. Keywords: information literacy; problem-based learning; prospective biology teacher. Introduction Information literacy is the capacity to search, find, access, evaluate, and use information legally and ethically (Saunders et al., 2017) . Information literacy is the prime goal of education to prepare individuals for lifelong learning (Atikuzzaman & Ahmed, 2023; Feng & Ha, 2016; Rieh et al., 2022; Solmaz, 2017) . The global generation needs information literacy as the basic foundation for decision-making and problem-solving in eve

FAQs

What teaching approaches were compared in this study?

The study compared challenge-based learning (CBL), problem-based learning (PBL), and problem-solving through classroom discussion (PCD) as the control approach.

How was information literacy measured?

Information literacy was assessed across five indicators: identifying required information, acquiring it effectively and efficiently, critically evaluating information and sources, using information to achieve goals, and considering ethical and legal aspects.

What were the key findings regarding CBL?

CBL significantly improved students’ information literacy compared with PBL and PCD, according to the results across all five indicators.

Oct 15, 2026

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