Didik Setyawarno, Mohamad Termizi Borhan, Maryati, Dita Puji Rahayu
Virtual laboratories with interactive simulations offer an innovative solution for science learning in the digital era by supporting students' understanding of complex, abstract concepts. Integrating computational thinking (CT) skills, decomposition, pattern recognition, abstraction, and algorithms, within virtual laboratories further strengthens higher-order thinking skills (HOTs). This study investigated the effect of Virtual Laboratories with Interactive Simulations and Computational Thinking (VL-ISCT) on HOTs. A quasi-experimental design with the matching pretest-posttest control group was used, involving 90 pre-service science teachers from Universitas Negeri Yogyakarta. Participants were divided into three classes: Experiment Class 1 (four CT skills), Experiment Class 2 (three CT skills), and Control Class (two CT skills). Instruments included validation and observation sheets, and pretest-posttest questions, which were analyzed using the Content Validity Ratio, Fleiss's Kappa, and the Rasch Model. The results showed that VL-ISCT significantly improved HOTs. Analysis of Variance (F = 56.5, p < 0.001, η² = .565) confirmed significant group differences, with post hoc tests indicating the strongest effect in Experiment Class 1. These findings highlight VL-ISCT as an innovative approach in science education, offering a meaningful model for strengthening HOTs and preparing future teachers for more effective, contemporary classroom practice. Copyright © Faculty of Education and Sport Sciences. University of Vigo
Universitas Negeri Yogyakarta; Universiti Pendidikan Sultan Idris
