Published Paper Details:

Art and Science represent two foundational pillars of human understanding and experience. Each contributes our understanding of the world. While Science focuses on empirical facts and the knowledge of the physical world, Art facilitates the interpretation and emotional connection to that knowledge. In the context of Biology--a science often taught with strict adherence to its specialized content and boundaries--traditional teaching methods can inadvertently contribute to high-pressure academic environments. This pressure can hinder student engagement and comprehension, particularly in complex subjects such as Biomolecules. This mixed-method study employed a sequential explanatory design to examine the impact of Art Integrated Learning (AIL) on reducing academic stress while enhancing comprehension in Biology. Two groups of students were studied: an Art-Based Activity Group (ABAG) and a Non-Art-Based Activity Group (NABAG). Quantitative data were collected through pre-test and post-test assessments focused on three challenging topics in Biomolecules. The results revealed that the ABAG not only achieved significantly higher post-test scores but also reported lower levels of academic stress compared to the NABAG. Qualitative analysis of student-created artwork suggested that the integration of art into the learning process allowed students to engage with the material in a more relaxed and creative manner, thereby reducing the cognitive load and pressure often associated with mastering difficult biological concepts. The findings suggest that incorporating Art into the teaching of Biology not only improves academic performance but also contributes to a more supportive and less stressful learning environment. This approach represents a significant step toward creating a more holistic and enjoyable educational experience, where students can thrive both intellectually and emotionally.