Dewi Susanti, Heri Setiadi, Kusnadi, Yanti Hamdiyati, Eni Nuraeni
This study aimed to obtain information about high school students’ cognitive activities during Eubacteria learning using an AR-based virtual laboratory. This study employed a descriptive approach with a case study method. The participants consisted of 20 tenth-grade high school students. Data on students’ cognitive activities were collected using an observation sheet based on Think-Aloud Protocols (TAPs). Students’ verbal data were coded and categorized according to the types and accuracy of cognitive activities that emerged during learning. The results showed that identifying was the most frequently occurring cognitive activity. The highest frequency of inaccurate cognitive activities occurred when students formulated hypotheses. The mean score of students’ cognitive activities during Eubacteria learning using the AR-based virtual laboratory was 70.28 and was categorized as high. These findings indicate that an AR-based virtual laboratory can facilitate the emergence of various cognitive activities when students learn about Eubacteria. Keywords: Augmented Reality, Cognitive Activity, Eubacteria, Think-Aloud Protocols, Virtual Laboratory