The Role of Virtual Laboratories in Project-Based Learning to Improve Students’ Critical Thinking Skills in Biology Education

Abstract

Purpose: This study aimed to examine changes in students’ critical thinking skills following the implementation of Project-Based Learning (PjBL) integrated with a virtual laboratory in biology learning, particularly on cell structure and function. Methods: A quantitative approach with a quasi-experimental pretest–posttest control group design was employed at SMA Pergis Maros, Indonesia. The participants were 50 Grade X students, comprising 26 students in the experimental group and 24 in the control group. The experimental group received PjBL integrated with a virtual laboratory, while the control group received conventional instruction. Data were analyzed descriptively using pretest and posttest mean scores and normalized gain (N-Gain). Findings: The experimental group’s mean score increased from 62.69 to 64.42, representing a gain of 1.73 points, while the control group’s mean score increased from 42.29 to 59.79, representing a gain of 17.50 points. The N-Gain values calculated from group means were 0.046 for the experimental group and 0.303 for the control group. Descriptively, the control group demonstrated greater improvement. However, the absence of individual-level data prevented inferential statistical testing. Research Implications: The findings highlight the importance of evaluating instructional implementation, assessment alignment, and students’ initial abilities when integrating virtual laboratories into biology learning. Originality: This study provides context-specific descriptive evidence concerning virtual-laboratory-integrated PjBL for teaching cell structure and function in senior high school biology.