Online Self-Regulated Learning Assisted by Virtual Labs to Train STEM Student's Critical Thinking Skills

Nevi Ernita; Bahtiar Bahtiar; Zulkarnaen Zulkarnaen; Hisbulloh Als Mustofa; Rangga Alif Faresta

doi:10.36312/ijece.v3i1.1917

Authors

Nevi Ernita Universitas Islam Negeri Mataram
Bahtiar Bahtiar Universitas Islam Negeri Mataram
Zulkarnaen Zulkarnaen Universitas Mulawarman
Hisbulloh Als Mustofa Sultan Idris Educations University https://orcid.org/0000-0003-3933-1643
Rangga Alif Faresta Monash University https://orcid.org/0009-0005-6535-2300

DOI:

https://doi.org/10.36312/ijece.v3i1.1917

Keywords:

Online Self-Regulated Learning, Virtual Labs, STEM Education, Critical Thinking Skills, Educational Technology

Abstract

This study investigated the effectiveness of integrating online self-regulated learning with virtual labs in enhancing critical thinking skills among STEM students. The research adopted a controlled experimental design involving two groups—experimental and control—over a two-month period, employing a mix of interactive virtual labs and structured online self-regulated learning strategies for the former, while maintaining traditional educational methods for the latter. Results indicated significant improvements in the experimental group's critical thinking capabilities across multiple indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation, compared to modest improvements in the control group. The experimental group benefited from a dynamic and interactive learning environment that allowed for hands-on experiments and simulations, fostering a deeper understanding and engagement with scientific concepts. This environment, enhanced by the strategic application of self-regulated learning techniques, facilitated a more effective development of critical thinking skills than traditional methods. The study highlighted the potential of virtual labs combined with self-regulated learning to significantly enhance educational outcomes in STEM education, suggesting that such integrative approaches could better prepare students for the complexities of the modern scientific landscape. Additionally, the study underscored the need for future research to explore these strategies across a more diverse and broader educational context to confirm these findings and further refine the educational interventions employed.

Downloads

Download data is not yet available.

References

Alserhan, S., Alqahtani, T. M., Yahaya, N., Al-Rahmi, W. M., & Abuhassna, H. (2023). Personal Learning Environments: Modeling Students’ Self-Regulation Enhancement Through a Learning Management System Platform. IEEE Access, 11, 5464–5482. https://doi.org/10.1109/ACCESS.2023.3236504

Anwar, Y. A. S., & Muti’ah, M. (2022). Exploration of critical thinking and self?regulated learning in online learning during the COVID?19 pandemic. Biochemistry and Molecular Biology Education, 50(5), 502–509. https://doi.org/10.1002/bmb.21655

Arisa, S., & Sitinjak, D. S. (2022). Implementation of the STEM-PBL Approach in Online Chemistry Learning and its Impact on Students’ Critical Thinking Skills. Jurnal Pendidikan Kimia Indonesia, 6(2), 88–96. https://doi.org/10.23887/jpki.v6i2.44317

Bilad, M. R., Anwar, K., & Hayati, S. (2022). Nurturing Prospective STEM Teachers’ Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses. International Journal of Essential Competencies in Education, 1(1), Article 1. https://doi.org/10.36312/ijece.v1i1.728

Bilad, M. R., & Doyan, A. (2023). Involving STEM Students in Critical Analysis Tasks on the Processes of Modifying Optical Properties of Materials. International Journal of Essential Competencies in Education, 2(2), 160–176. https://doi.org/10.36312/ijece.v2i2.1597

Bisht, R. K., Jasola, S., & Bisht, I. P. (2022). Acceptability and challenges of online higher education in the era of COVID-19: A study of students’ perspective. Asian Education and Development Studies, 11(2), 401–414. https://doi.org/10.1108/AEDS-05-2020-0119

Bogdanova, O. (2021). Perception of E-Learning by Consumers of Educational Services. E3S Web of Conferences, 258, 07071. https://doi.org/10.1051/e3sconf/202125807071

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007

Cerón, J., Baldiris, S., & Quintero, J. (2024). Autorregulate: An Alternative to Support Self-Regulation in MOOCs. IEEE Access, 12, 20559–20573. https://doi.org/10.1109/ACCESS.2024.3361315

Duran, M., & Sendag, S. (2012). A Preliminary Investigation into Critical Thinking Skills of Urban High School Students: Role of an IT/STEM Program. Creative Education, 03(02), 241–250. https://doi.org/10.4236/ce.2012.32038

Ennis, R. H. (2015). Critical Thinking: A Streamlined Conception. In M. Davies & R. Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education (pp. 31–47). Palgrave Macmillan US. https://doi.org/10.1057/9781137378057_2

Facione, P. A. (2020). Critical Thinking: What It Is and Why It Counts. Measured Reasons LCC. https://www.insightassessment.com/wp-content/uploads/ia/pdf/whatwhy.pdf

Fadda, D., Salis, C., & Vivanet, G. (2022). About the Efficacy of Virtual and Remote Laboratories in STEM Education in Secondary School: A Second-Order Systematic Review. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 26, 2. https://doi.org/10.7358/ecps-2022-026-fadd

Febri, A., Sajidan, S., Sarwanto, S., & Harjunowibowo, D. (2020). Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 87–97. https://doi.org/10.24042/jipfalbiruni.v9i1.4630

Firdaus, F., Kailani, I., Bakar, Md. N. B., & Bakry, B. (2015). Developing Critical Thinking Skills of Students in Mathematics Learning. Journal of Education and Learning (EduLearn), 9(3), 226–236. https://doi.org/10.11591/edulearn.v9i3.1830

Fuchs, K., Pösse, L., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2022). Preservice Teachers’ Online Self-Regulated Learning: Does Digital Readiness Matter? Education Sciences, 12(4), Article 4. https://doi.org/10.3390/educsci12040272

Gunawan, G., Harjono, A., Sahidu, H., & Herayanti, L. (2017). Virtual Laboratory to Improve Students’ Problem-Solving Skills on Electricity Concept. Jurnal Pendidikan IPA Indonesia, 6(2), 257. https://doi.org/10.15294/jpii.v6i2.9481

Hidayati, D. W., & Kurniati, L. (2018). The Influence of Self Regulated Learning to Mathematics Critical Thinking Ability on 3D-Shapes Geometry Learning using Geogebra. JIPM (Jurnal Ilmiah Pendidikan Matematika), 7(1), 40. https://doi.org/10.25273/jipm.v7i1.2965

Hüseyin-Ate?. (2024). Designing a self-regulated flipped learning approach to promote students’ science learning performance. Educational Technology & Society, 27(1). https://doi.org/10.30191/ETS.202401_27(1).RP05

Jiang, Y., Liu, H., Yao, Y., Li, Q., & Li, Y. (2023). The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach. Sustainability, 15(3), 2180. https://doi.org/10.3390/su15032180

Karanezi, X., Rapti, E., & Halimi, G. (2015). Traditional and Modern Teaching Methodologies: Which One is More Successful and What are the Challenges? Academic Journal of Interdisciplinary Studies. https://doi.org/10.5901/ajis.2015.v4n2s2p311

Kong, S.-C., Lee, J. C.-K., & Tsang, O. (2024). A pedagogical design for self-regulated learning in academic writing using text-based generative artificial intelligence tools: 6-P pedagogy of plan, prompt, preview, produce, peer-review, portfolio-tracking. Research and Practice in Technology Enhanced Learning, 19, 030. https://doi.org/10.58459/rptel.2024.19030

Kong, S.-C., & Liu, B. (2023). Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education. Journal of Educational Computing Research, 61(5), 977–1007. https://doi.org/10.1177/07356331221143832

Kusmaharti, D., & Yustitia, V. (2022). Self-regulated learning-based digital module development to improve students’ critical thinking skills. Al-Jabar?: Jurnal Pendidikan Matematika, 13(1), 211–220. https://doi.org/10.24042/ajpm.v13i1.12756

Kusmawan, U. (2022). A Virtual Lab As A Vehicle For Active Learning Through Distance Education. International Journal on Research in STEM Education, 4(2), 18–38.

Lanz, J. J., Rodefer, J. S., Rokusek, B., & Synek, S. S. (2022). Assessing the implementation of a short psychological critical thinking intervention in traditional and online courses. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000339

Lee, J., Lee, Y., Gong, S., Bae, J., & Choi, M. (2016). A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. BMC Medical Education, 16(1), 240. https://doi.org/10.1186/s12909-016-0761-7

Lin, Y., Wang, S., & Lan, Y. (2023). The research on the self-regulation strategies support for virtual interaction. Multimedia Tools and Applications, 83(16), 49723–49747. https://doi.org/10.1007/s11042-023-17519-8

Lindsey, N., Pate, J., & Blankenship, L. A. (2022). Case Study Exploring the Development of a Quality Open Education Clinical Microbiology Lab Manual and Online Experiential Lab Course. Journal of Open Educational Resources in Higher Education, 1(1), 48–67. https://doi.org/10.13001/joerhe.v1i1.7181

Liu, C.-C., Wen, C.-T., Chang, H.-Y., Chang, M.-H., Lai, P.-H., Fan Chiang, S.-H., Yang, C.-W., & Hwang, F.-K. (2022). Augmenting the effect of virtual labs with “teacher demonstration” and “student critique” instructional designs to scaffold the development of scientific literacy. Instructional Science, 50(2), 303–333. https://doi.org/10.1007/s11251-021-09571-4

Lynch, T., & Ghergulescu, I. (2017). Review of Virtual Labs as the Emerging Technologies for Teaching Stem Subjects. 6082–6091. https://doi.org/10.21125/inted.2017.1422

Maimun, M., & Bahtiar, B. (2023). The Effect of Online Service System-Based Institution Management on Learning Quality and Academic Achievement. Jurnal Pendidikan Progresif, 13(2), 516–530. https://doi.org/10.23960/jpp.v13.i2.202328

Manik, M., Gultom, E., Sibuea, R., & Pailak, H. (2022). Virtual Simulation Learning from Indonesian Nursing Students’ Perspectives. Open Access Macedonian Journal of Medical Sciences, 10(G), 112–117. https://doi.org/10.3889/oamjms.2022.8239

Morales, J. C. (2022). Improving online instruction with self-regulated learning: A case study of kinematics graph interpretation. HETS Online Journal, 13(1), 130–147. https://doi.org/10.55420/2693.9193.v13.n1.67

Nan-Cenka, B. A., Santoso, H. B., & Junus, K. (2023). The Third Wave of Self-Regulated Learning’s Measurement and Intervention Tools: Designing ‘Diaria’ as a New Generation of Learning Diary. International Journal of Emerging Technologies in Learning (iJET), 18(09), 216–242. https://doi.org/10.3991/ijet.v18i09.35605

O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018). Barriers and solutions to online learning in medical education – an integrative review. BMC Medical Education, 18(1), 130. https://doi.org/10.1186/s12909-018-1240-0

Oghlu-Sharifov, G. M. (2020). The effectiveness of using a virtual laboratory in the teaching of electromagnetism in the lyceum. Physics Education, 55(6), 065011. https://doi.org/10.1088/1361-6552/aba7f5

Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422

Purnama, R. P., Denya, R. A., Pitriana, P., Andhika, S., Setia, M. D. D., & Nurfadillah, E. (2021). Developing HOT-LAB-Based Physics Practicum E-Module to improve Practicing critical thinking skills. Journal of Science Education Research, 5(2), 43–49. https://doi.org/10.21831/jser.v5i2.41904

Ramadhan, M. F., Mundilarto, M., Ariswan, A., Irwanto, I., Bahtiar, B., & Gummah, S. (2023). The Effect of Interface Instrumentation Experiments-Supported Blended Learning on Students’ Critical Thinking Skills and Academic Achievement. International Journal of Interactive Mobile Technologies (iJIM), 17(14), 101–125. https://doi.org/10.3991/ijim.v17i14.38611

Rusmansyah, R., Yuanita, L., Ibrahim, M., Prahani, B., & Isnawati, I. (2019). Validity and Reliability of Science Critical Thinking Learning Model to Improve Critical Thinking Skills and Self-Efficacy of Chemistry Teachers Candidates. Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018), Yogyakarta, Indonesia. https://doi.org/10.2991/iceri-18.2019.5

Salvetti, F., Rijal, K., Owusu-Darko, I., & Prayogi, S. (2023). Surmounting Obstacles in STEM Education: An In-depth Analysis of Literature Paving the Way for Proficient Pedagogy in STEM Learning. International Journal of Essential Competencies in Education, 2(2), 177–196. https://doi.org/10.36312/ijece.v2i2.1614

Sarkingobir, Y., & Bello, A. (2024). Enhancing Critical Thinking through Ethnoscience-Integrated Problem-Based Learning: A Comparative Study in Secondary Education. International Journal of Ethnoscience and Technology in Education, 1(1), 1–14. https://doi.org/10.33394/ijete.v1i1.10878

Stetzik, L., Deeter, A., Parker, J., & Yukech, C. (2015). Puzzle-based versus traditional lecture: Comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab. BMC Medical Education, 15(1), 107. https://doi.org/10.1186/s12909-015-0390-6

Strelets, I. (2019). Enhancing University Students’ Critical Thinking via Teaching Economics-Related Disciplines. 190–195. https://doi.org/10.22616/REEP.2019.024

Suningsih, A., & Juniati, D. (2022). Critical Thinking Disposition and Independent Learning of Teacher Candidates in Online Learning for Geometry Materials. International Journal Of Humanities Education and Social Sciences (IJHESS), 1(6). https://doi.org/10.55227/ijhess.v1i6.195

Supriyatno, T., Susilawati, S., & Ahdi, H. (2020). E-learning development in improving students’ critical thinking ability. Cypriot Journal of Educational Sciences, 15(5), 1099–1106. https://doi.org/10.18844/cjes.v15i5.5154

Tingting-Wang, Shan-Li, & Susanne-Lajoie. (2023). The Interplay Between Cognitive Load and Self-Regulated Learning in a Technology-Rich Learning Environment. Educational Technology & Society, 26(2). https://doi.org/10.30191/ETS.202304_26(2).0004

Vargas-Mendoza, L., & Gallardo, K. (2023). Influence of Self-Regulated Learning on the Academic Performance of Engineering Students in a Blended-Learning Environment. International Journal of Engineering Pedagogy (iJEP), 13(8), 84–99. https://doi.org/10.3991/ijep.v13i8.38481

Verawati, N. N. S. P., Ernita, N., & Prayogi, S. (2022). Enhancing the Reasoning Performance of STEM Students in Modern Physics Courses Using Virtual Simulation in the LMS Platform. International Journal of Emerging Technologies in Learning (iJET), 17(13), Article 13. https://doi.org/10.3991/ijet.v17i13.31459

Vogt, C. M. (2008). Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs. Journal of Engineering Education, 97(1), 27–36. https://doi.org/10.1002/j.2168-9830.2008.tb00951.x

Wahyudi, W., Putu Verawati, N. N. S., Islahudin, I., & Agustina, S. (2023). Hybrid Ethno-Project Based Learning Integrated With Virtual Assistive Technology to Enhance Students’ Critical Thinking in Fundamental Physics Course. TEM Journal, 2006–2012. https://doi.org/10.18421/TEM124-11

Wang, C.-H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. https://doi.org/10.1080/01587919.2013.835779

Wasyilah, W., Yusrizal, Y., & Ilyas, S. (2021). Application of Self Directed Learning Model to Improve Student’s Independence and Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 7(4), 651–659. https://doi.org/10.29303/jppipa.v7i4.784

Wong, E., Dave R. Monfero, J., M. Escala, K., & F. Banayo, A. (2022). Implementation of Soft Skill-Based Metacognitive Approach in Improving the Critical Thinking Skills of Pre-Service Teachers. International Journal of Research Publications, 107(1). https://doi.org/10.47119/IJRP1001071820223779

Yaki, A. A. (2022). Fostering Critical Thinking Skills Using Integrated STEM Approach among Secondary School Biology Students. European Journal of STEM Education, 7(1), 06. https://doi.org/10.20897/ejsteme/12481

Ye, Z., Jiang, L., Li, Y., Wang, Z., Zhang, G., & Chen, H. (2022). Analysis of Differences in Self-Regulated Learning Behavior Patterns of Online Learners. Electronics, 11(23), 4013. https://doi.org/10.3390/electronics11234013