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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/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/594316/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/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/594316.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approaches were compared in this study?","Question",{"text":112,"@type":113},"The study compared challenge-based learning (CBL), problem-based learning (PBL), and problem-solving through classroom discussion (PCD) as the control approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was information literacy measured?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings regarding CBL?",{"text":121,"@type":113},"CBL significantly improved students’ information literacy compared with PBL and PCD, according to the results across all five indicators.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594316,1792167566,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 50  Issue 2 | Article 2 |\n| --- | --- |\n| 2025\u003Cbr>Raising Information Literacy of Biology Pre-service Teachers: Study on Three Problem Solving Methods\u003Cbr>Muhammad Saefi\u003Cbr>Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia\u003Cbr>Hadi Suwono\u003Cbr>Universitas Negeri Malang, Indonesia\u003Cbr>Rifka Fachrunnisa\u003Cbr>Universitas Negeri Malang, Indonesia\u003Cbr>Widi Cahya Adi\u003Cbr>Universitas Islam Negeri Walisongo Semarang, Indonesia\u003Cbr>Herawati Susilo\u003Cbr>Universitas Negeri Malang, Indonesia\u003Cbr>Ahmad Kamal Sudrajat\u003Cbr>Universitas Negeri Yogyakarta, Indonesia\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Higher Education and Teaching Commons |  |\n\nRecommended Citation  \nSaefi, 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  \nTeacher Education, 50(2) . [https://doi.org/10.14221/1835-517X.6442](https://doi.org/10.14221/1835-517X.6442)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol50/iss2/2](https://ro.ecu.edu.au/ajte/vol50/iss2/2)  \nRaising Information Literacy of Biology Pre-Service Teachers: Study on  \nThree Problem Solving Methods  \nMuhammad Saefi  \nBiology Study Program, Faculty of Science and Technology, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia  \nHadi Suwono  \nDepartment of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri  \nMalang, Indonesia  \nCenter of Research and Innovation on STEM Education, Faculty of Mathematics and Natural  \nSciences, Universitas Negeri Malang, Indonesia  \nRifka Fachrunnisa  \nDepartment of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri  \nMalang, Indonesia  \nWidi Cahya Adi  \nBiology Education Study Program, Faculty of Science and Technology, Universitas Islam  \nNegeri Walisongo Semarang, Indonesia  \nHerawati Susilo  \nDepartment of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri  \nMalang, Indonesia  \nAhmad Kamal Sudrajat  \nDepartment of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas  \nNegeri Yogyakarta, Indonesia  \nAbstract: Integrating information literacy teaching methods with  \nsubject-content curricula to develop prospective biology teacher  \nstudents ' 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  \nclassroom discussion (PCD)– as the control-in improving  \ninformation 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  \nachieve goals, and 5) considering the ethical and legal aspects of  \ninformation use. This work has revealed that CBL needs to be  \ndeveloped intensively in higher education to prompt students’  \ninformation literacy.  \nKeywords: information literacy; problem-based learning; prospective biology teacher.  \nIntroduction  \nInformation 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","cbCaisntOcIaDoyw","https://ap.wps.com/l/cbCaisntOcIaDoyw","pdf",350606,22,"English","# Abstract\n# Introduction\n## Information literacy in education and lifelong learning\n## Current approaches to teaching information literacy\n# Study design and outcomes\n## Comparison of CBL, PBL, and PCD\n## Indicators of information literacy improvement","[{\"question\":\"What teaching approaches were compared in this study?\",\"answer\":\"The study compared challenge-based learning (CBL), problem-based learning (PBL), and problem-solving through classroom discussion (PCD) as the control approach.\"},{\"question\":\"How was information literacy measured?\",\"answer\":\"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.\"},{\"question\":\"What were the key findings regarding CBL?\",\"answer\":\"CBL significantly improved students’ information literacy compared with PBL and PCD, according to the results across all five indicators.\"}]","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 | PDF",1792078927,55]