<![CDATA[The purpose of this study was to test the effectiveness of the Problem-Based Learning (PBL) model, Virtual Lab-assisted Discovery Learning (DL), and the conventional model on improving problem-solving skills and self-efficacy. The research method used was a quasi-experimental design with a non-equivalent pre-test and post-test control group. The results showed a significant difference in improvement in problem-solving skills between the three groups (p < 0.001). The Virtual Lab-assisted Discovery Learning model provided the highest improvement (an average increase from 26.77 to 57.43), followed by the Virtual Lab-assisted PBL model (an average increase from 26.39 to 55.64) and the conventional model (an average increase from 27.48 to 34.45). Meanwhile, for the self-efficacy variable, although all classes experienced significant internal improvement (p < 0.05), no statistically significant difference was found between the groups (p = 0.741). In conclusion, the use of virtual laboratories in active learning models is effective for visualizing abstract concepts and for training students' systematic, logical thinking. However, self-efficacy growth tends to be evenly distributed across approaches that provide successful experiences. Keywords: Discovery Learning, Self-Efficacy, Problem-Solving Skills, Problem-Based Learning, Virtual Laboratory]]>
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