Integrating metacognitive strategies impact in virtual science experiments for undergraduate students’ HOTS

Higher Order Thinking Skills (HOTS) are essential variables that support the achievement of science learning objectives. However, distance during Covid-19 Pandemic was cause lack maximum HOTS for undergraduate students due to their involvement in experiments. Therefore, this study aims apply a metacognition-integrated virtual experiment model and examine its impact on students' science. A quasi-experiment involved with randomized pretest-posttest comparison group design see implementation model. Participants two treatment groups were randomly selected from private universities Indonesia. The participants assessed using multiple-choice questions. Observation sheets used measure being developed. general linear MANOVA test effect model, while Partial Eta Squared size HOTS. results showed experimental integrated metacognition strategies significantly affected measurement shows high group. Researchers recommend similar encourage