Education digitization highly enthuses learners for deeper learning and developing thought processes in formulating problems and their solutions effectively in their real-life circumstances. Implementing computational thinking skills through programming in Malaysian primary and secondary school STEM curriculum create huge challenges, especially among STEM educators. This study highlights the integration of four major theories in developing the Metacognitive Empowerment by Computational Thinking (ME-CoT) learning module by cultivating computational thinking through programming skills to promote metacognitive awareness in Biology students. Pilot research was conducted to investigate the reliability of the ME-CoT learning module. Since the study sample was less than 30 students then, the consistency of the measurements, Pearson’s r was calculated to identify stability reliability. Findings revealed that the ME-CoT learning module has very strong stability reliability with a value of r = 0.974 and provides advantages such as assisting students to understand the content of the lesson more actively and in a fun way.

During the Industrial Revolution 4.0 (IR 4.0), the rise of a young generation that is creative, innovative, able to adapt to technology, competitive, and productive to meet the needs of globalization begins at the school level by elevating the quality of pedagogy in the classroom. This initiative can be achieved through active learning applied through the practice of computational thinking (CT) as a problem-solving skill. Nevertheless, due to an insufficient understanding of CT skills and the absence of particular modules to direct teachers, the integration of CT as a problem-solving skill is still declining in the classroom. Therefore, the ME-CoT module has been developed to provide a platform to help teachers and students apply CT as a problem-solving skill in the classroom to improve achievement in STEM subjects, especially Biology, build CT, and develop metacognitive awareness. Thirty-one secondary school students from the Jempol district (16 in the control group whereas 15 in the treatment group) engaged in this research. Furthermore, to analyze the efficiency of the ME-CoT module, a quasi-experimental study with a pre-test and post-test design was carried out. The treatment group applied the ME-CoT module, while the control group utilized the traditional method. The instruments used are the Respiratory System in Humans and Animal Achievement test, MAI (Metacognitive Awareness Inventory), as well as CT as Problem Solving Questionnaire. Both inferential and descriptive statistics were employed to analyze the data. Wilcoxon T-Test and Mann-Whitney U Test were implemented in inferential statistics because the number of samples used was less than 20 students per group. Although there was an improvement in the control group, the treatment group's inferential test results demonstrated a more significant improvement. Therefore, the study's findings cannot be generalized. Still, the implications of this study suggest that the application of CT as a problem-solving skill may enhance How to cite this paper: