Revolutionizing Biology Education: Leverage GIF Technology to Elevate Student Academic Achievement

This study determines the effect of learning that integrates visual Graphic Interchange Format (GIF) on the academic achievement of fourth grade students for Biology subjects. The sample of this study consists of 48 fourth form students in the Seremban district who take Biology subjects. This study is limited to the fourth grade Biology learning topic (Nutrition and Human Digestive System). The instrument for this study is a set of pre-post achievement test questions for Biology subjects. The design of this study is quasi-experimental. Data is analyzed using Paired Sample t-Test and Independent Sample t-Test. The analysis shows that there is a significant difference between the mean score of the post-achievement test for the treatment group and the mean score of the post-achievement test for the control group (t=9.147, df= 46, p= 0.001). Results Independent sample t-test analysis of the post-test between the treatment and control groups shows a significant difference in the mean post-test achievement for the treatment group and the control group. The achievement of the treatment group was better than the control group proved that learning Biology through GIF technology can increase the achievement of fourth grade students in the subject of Biology. It is hoped that the use of GIF will also help Biology teachers to produce an effective teaching and learning process such as using GIF to explain instructions or provide feedback to students in quiz or game activities.