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Development of Virtual Science Laboratory Oriented Higher Order Thinking Skills Using Articulate Storyline
Abstract
This study aims to examine the feasibility and practicality of a science virtual laboratory oriented towards Higher Order Thinking Skills (HOTS) using Articulate Storyline. The research employed a Design and Development Research (DDR) approach based on the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected using validation questionnaires completed by six experts in content and media, along with user responses from 37 pre-service science teachers. The results were analyzed descriptively to determine the feasibility and practicality categories of the developed product. Content expert evaluations yielded average scores of 3.78 for presentation, 3.83 for content quality, 3.70 for language use, and 4.00 for HOTS orientation, all categorized as valid. Media expert evaluations resulted in average scores of 3.73 for software engineering, 3.83 for instructional design, 3.67 for visual communication, and 3.56 for virtual laboratory components, all falling within the valid and usable range. Meanwhile, user responses indicated a practicality percentage of 87.79%, categorized as very practical. The structured practical activities and post-practice evaluation tasks provided within the virtual laboratory effectively contributed to enhancing the Higher Order Thinking Skills of pre-service science teachers.
Keywords: articulate storyline, higher order thinking skills, pre-service science teachers, virtual science laboratory,
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DOI: http://dx.doi.org/10.24014/jnsi.v8i1.36178
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