Personal Digital Inquiry in Human Reproductive System Learning: Students' Health and Digital Literacy Outcomes
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Abstract
The low level of students’ reproductive health literacy and the growing need for digital literacy highlight the need for learning innovations that develop both competencies simultaneously. This study aimed to analyze the effect of Personal Digital Inquiry (PDI)-based learning on health and digital literacy among high school students studying the human reproductive system. A quantitative approach with a quasi-experimental non-equivalent control group design was employed, involving 28 Grade XI students in the experimental group and 31 in the control group. Health literacy was measured using a multiple-choice test, while digital literacy was assessed through a self-assessment questionnaire. Data were analyzed using the Mann-Whitney U test, independent-samples t-test, and N-gain analysis. The results showed no statistically significant differences in health literacy (p = 0.176) or digital literacy (p = 0.59) between the groups. However, the experimental group had a higher mean posttest health literacy score (82.50) than the control group (76.87), and 96% of students responded positively to PDI-based learning.
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