The rapid development of digital technology demands adequate computational cognitive abilities, particularly in Informatics subjects at the high school level. However, there is a gap between these demands and students' still-low computational thinking skills. This research aims to develop an effective learning medium to enhance high school students' computational cognitive abilities in Informatics. The research method involved developing virtual reality media using the Millealab platform, accessible via Android devices. The feasibility, practicality, and effectiveness of the media were tested through validation by a media expert (Millealab) and a material expert (Informatics teacher at SMAN 1 Cigombong), as well as trials with teachers. The media expert's validation results showed an average score of 4.44 (very feasible), while the material expert obtained an average score of 3.57 (feasible). Practicality testing by users (teachers and students) achieved an average score of 90.97% (very practical). Effectiveness testing with pretest and posttest demonstrated a significant increase in students' cognitive scores. This research indicates that the developed virtual reality media is highly feasible, very practical, effective, and significant in enhancing students' computational cognitive abilities, especially in the computational thinking element within Informatics subjects. The comprehensive development of this virtual reality-based Informatics learning medium can be an innovative solution to address the gap in students' computational thinking skills, provide an immersive learning experience, and positively contribute to the quality of learning.

This study aimed to develop and evaluate Augmented Reality (AR)-based learning media to enhance students’ cognitive abilities at State Vocational High School (SMK Negeri) 2 Pati, particularly in the subject of Computer Networking and the Internet. The research was motivated by low student achievement in meeting the Minimum Mastery Criteria (KKTP), which was primarily attributed to the continued reliance on traditional teaching methods and low student motivation. A research and development (R&D) approach was employed using the ADDIE model. The resulting AR media is an Android application that integrates text, audio, images, animations, interactive 3D objects, and simulations, and is in accordance with the Merdeka Curriculum. Expert evaluations showed a very high level of feasibility, with ratings of 94% from a subject matter expert and 91% from a media expert. These results were further supported by Aiken’s V index, which indicated very high validity for the material (0.921) and high validity for the media (0.881). A practicality test was conducted, revealing a high level of effectiveness, with a 94% approval rating from both teachers and students. Moreover, a pretest–posttest control group design demonstrated significant progress in learning outcomes. The experimental group achieved an average post-test score of 83.75, significantly higher than the control group’s 73.60. Based on the N-Gain test, the experimental group achieved an average gain of 65.52% (moderately effective), whereas the control group achieved only 38.75% (ineffective). This study contributes to the theories of learning transfer, connectivism, and heutagogy, and offers practical implications for vocational education in adopting innovative technologies.