Table 2 Types of pedagogical models employed in high school biology by studies.

 Sivia et al. (2019a)

Project-based

-

B

Pre–post-test on on-task behavior (Chi-square analysis)

0.374

(moderate)

 Sukmawati et al. (2019)

Project-based

Collaborative learning

C & B

Post-tests on social skills, knowledge (MANOVA)

 Sari et al. (2019)

Project-based

-

**C & B

Post-test on research skills test (Mann Whitney test)

 Blacer-Bacolod (2022)

Project-based

Video making

A, B, & C

Pre–post-test on engagement, knowledge, self-efficiency, and technical skills (t test analysis)

 Anazifa and Djukri (2017)

Project & problem-based

-

**C & B

Pre–post-test of creativity & and critical thinking skills (t test analysis)

 Kolarova et al. (2014)

Problem-solving model

Reflexive model

A, B, & C

Pre–post-test on Levels of reflection (t test analysis)

0.913

(very high)

 Özalemdar (2021)

Problem-solving model

Active learning method

**C & B

Pre–post-test on environmental thinking and behavior (t test analysis)

 Hugerat et al. (2021)

Problem-solving model

Problem-based jigsaw discussion

*C & B

Pre–post-test on knowledge, motivation, and classroom climate (t test analysis).

 Venville and Dawson (2010)

Problem & argument-based

Classroom-based argumentation

**C & B

Pre–post-test on knowledge, argumentation skills, (t test analysis)

 Thinkhamchoet et al. (2021)

Project-based

Team activity-based learning

**C & B

Pre–post-test on Environmental knowledge, ethics (variance analysis)

 Thurrodliyah et al. (2020)

Problem-solving model

Brain-based model

A, B, & C

Pre–post-test of cognitive, psychomotor, and, critical thinking skills (t test analysis)

 Anazifa and Djukri (2017)

Project & problem-based

Project-based and problem-based

**C & B

Pre–post-test on creativity, and, critical thinking skills (t test analysis)

 Lui and Slotta (2014)

Inquiry & game-based

Immersive inquiry-based simulation

**A, B & C

Students’ observations, pre–post-test on activity and knowledge

(t test analysis)

0.882

(very high)

 Thompson et al. (2020)

Inquiry & game-based

Inquiry-based 3-D virtual reality

**C

Pre–post-test on knowledge

(t test analysis)

 Saputri et al. (2019)

Inquiry-based

Higher-order thinking model

C

Pre–post-test on creative thinking skills (t test analysis)

 Hadjichambis et al. (2022)

Inquiry-based

Environmental model

**A, B & C

Pre–post-test on Environmental Knowledge, conception, attitude, skills, values (Effect size calculated)

 Nunaki et al. (2019)

Inquiry-based

Materials-oriented inquiry-based

*C

Pre–post-test of meta-cognitive skills (t test analysis)

 Kagnici and Sadi (2021)

Inquiry-based

5 E Model

**A, B & C

Pre–post-test on content knowledge, MANOVA)

 Wilson et al. (2010)

Inquiry-based

5 E Model

**A, B & C

Pre–post test on knowledge, reasoning, and, argumentation skills (effect size analysis)

 Ristanto et al. (2022)

Inquiry & argument based

Guided discovery- argument model

**C

Pre–post-test on critical thinking skills

(t test analysis)

 Ping, et al. (2020)

Inquiry & argument based

Argumentation-based

**C

Pre–post-test on knowledge argumentation skills (MANOVA)

 Ebrahim and Naji (2021)

Blended model

Flipped learning

C

Pre–post-test on social intelligence, and, biology attainment (t test analysis)

0.720

(high)

 Yapici and Akbayin (2012)

Blended model

-

**C & A

Pre–post-test on Knowledge, attitude, (t test analysis)

 Kazu and Demirkol (2014)

Blended model

-

C

Pre–post-test on Knowledge, attitude, (t test analysis)

 Su et al. (2014)

Game-based

Educational card game

C & A

Pre–post-test on student perception of instruction, learning efficiency

0.662

(high)

 Klisch et al. (2012)

Game-based

Online game-based

**A, B, & C

Pre–post-test on Knowledge, attitude, and, satisfaction (regression analysis)

 Lham and Sriwattanrothai (2018)

Game-based

Boardgame

C

Pre–post-test on knowledge attainment (t test analysis)

 Brom et al. (2011)

Game-based

Online micro game

*A

Pre–post-test on knowledge attainment (effect-size analysis)

 Lokayut and Srisawasdi (2014)

Game-based

Computer game-based

**C & A

Pre–post-test on knowledge, perception, and self-confidence (t test analysis)

 Klisch et al. (2013)

Game-based

Online game-based

**C & A

Pre–post-test on Knowledge, attitude, and, satisfaction (regression analysis)

 Lui and Slotta (2014)

Game & inquiry-based

Immersive inquiry-based simulation

**A, B, C

Students’ observations, pre–post-test on knowledge

(t test analysis)

 Thompson et al. (2020)

Game & inquiry-based

Inquiry-based 3-D virtual reality

**C

Pre–post-test on knowledge

(t test analysis)

 Thisgaard and Makransky (2017)

Virtual simulation

Virtual laboratory simulation

A, B, & C

Multiple regression model for interest, self-efficiency, motivation, outcome expectations in biology

0.407

(Moderate)

 Mulder et al. (2016)

Virtual simulation

Online scientific modeling

**C

Pre–post-test concept knowledge, reasoning knowledge (MANOVA)

 Marbach-Ad et al. (2008)

Virtual simulation

Computer animation, and, illustration

**C

Pre–post-test on knowledge (MANOVA)

 Venville and Dawson (2010)

Problem & argument-based

Classroom-based argumentation

**C & B

Pre–post-test on knowledge, argumentation skills, (t test analysis)

0.815

(very high)

 Ping, et al. (2020)

Inquiry & argument-based

-

**C & B

Pre–post-test on knowledge argumentation skills (MANOVA)

 Ristanto et al. (2022)

Inquiry & argument-based

Guided discovery argument model

**C

Pre–post-test on critical thinking skills

(t test analysis)