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Vol.14, No.2, May 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Enhancing High-Order Thinking Skills in Computer Courses through theImplementation of the Inquiry Learning and Virtual Laboratory in Higher Education
Septriyan Anugrah, Nizwardi Jalinus, Syahril Syahril, Dedi Supendra, Diah Anggraini Austin, Ade Herdian Putra
© 2025 Septriyan Anugrah, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 2, Pages 1466-1477, ISSN 2217-8309, DOI: 10.18421/TEM142-47, May 2025.
Received: 30 July 2024. Revised: 20 January 2025.
Abstract:
High-order thinking (HOT) is essential in Indonesia's independent learning curriculum. However, some obstacles remain in implementing effective learning methods to cultivate students' HOT abilities in higher education institutions. Teacher-centered learning approaches and methods which prioritize information transfer without encouraging student engagement hinder the development of HOT. Models, learning strategies, and student-centered learning media can help train students to enhance HOT skills, particularly in computer practice courses. This study examines the effectiveness of using a virtual lab while combining Inquiry Learning with the REACT strategy (relating, experiencing, applying, cooperating, and transferring), creating an integrated approach known as INREACTIV, which was developed by the researcher, compared to traditional inquiry learning and lecture methods. It focuses on the upper academic (UA) and lower academic (LA) groups. The research was conducted at Universitas Negeri Padang, Department of Educational Technology, involving 138 university students. A quasi-experimental design with a non-equivalent control group was used for the pre-test and post-test. A 2-way ANCOVA was used for testing, and the pre-test was used as a covariate. The study's findings demonstrate that the Inreactiv model optimally enhances high-order thinking skills compared to inquiry and lecture methods. Additionally, INREACTIV was shown to reduce the disparity in high-order thinking skills between UA and LA university students.
Keywords – High-order thinking skill, inquiry model, REACT, virtual lab, upper academic, lower academic |
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