*Result*: Promoting Computational and Higher-Order Thinking Skills through Problem-Based Learning with Digital Argumentation in Biodiversity

*Problem-based learning integrated with Digital Argumentation (PBL-DA) is a learning strategy for optimizing innovative learning in the digital era. This research aimed to investigate whether the application of PBL-DA can foster the Computational Thinking (CT) and Higher Order Thinking Skills (HOTs). A quasi-experimental design measured three aspects: skill (decomposition, algorithm design, evaluation), attitude (confidence, communication, flexibility), and approach (tinkering, creating, collaborating). The students' HOTs were measured through eight aspects: critical thinking, argumentation, problem-solving, problem-identifying, understanding concepts, analysing, making decisions, and creative thinking. The students' CT and HOTs scores of control and experimental classes were analyzed using Hotelling's T[superscript 2] test and Tukey's post hoc test. The Hotelling's T[superscript 2] test revealed a significant difference between the experimental and control classes for both CT and HOTs (T[superscript 2] = 0.340, p < 0.001 for CT; T[superscript 2] = 0.718, p < 0.001 for HOTs). Tukey's test further showed that PBL-DA significantly impacted the CT skill and attitude aspects (p < 0.01), while the approach aspect was not significant (p > 0.05). For HOTs, critical thinking, argumentation, problem-identifying and analyzing were significantly improved (p < 0.01), but problem-solving, understanding concepts, making decisions, and creative thinking showed no significant improvement (p > 0.05). Pearson's correlation analysis indicated a strong positive correlation (r = 0.651, p < 0.001) between students' CT and HOTs skills. These findings provide evidence of the effectiveness of the PBL-DA model in improving students' CT and HOTs, demonstrating its potential for fostering critical and higher-order thinking skills in the digital era.*

*As Provided*