Analysis of Implementation Project-Based Learning Model of Teaching Integrated with Computer Programming in Improving Computational Thinking Skills in a Classical Mechanics Course

Abstract

This research aims to explore student computational thinking skills in implementing a project-based learning model of teaching integrated with computer programming in classical mechanics course in projectile motion topic. The research design uses one group pretest and post-test design. The computational thinking skills have five indicators: abstraction, generalization, decomposition, algorithm, and debugging. The computational thinking indicator was analyzed from the result of Pretest and post-test scores and a comparison between manual solution and numerical solution from computer programming. The instruments used in this study were tasks, rubrics, and questionnaires. The result shows the average score of the Pretest is 53.05, and the post-test score is 80.22. The student computational thinking skills in algorithm and debugging in Pretest are 29.70% and 24.30% and 59.00%, and 54.00% in the post-test stage. This result indicates the implementation of PBL model of Teaching integrated with computer programming has a significant impact on student computational thinking skills

Systematic Review of Educational Level and Evaluation Tools for Computational Thinking Skill

“…Providing CT skill interventions to students in high schools and universities can be challenging for various reasons (Handayani et al, 2022;Hanidar et al, 2023;Ridlo et al, 2022;Sulsilah et al, 2023). CT is a relatively new concept that is not yet fully integrated into traditional curricula: This means that teachers may not have experience teaching these concepts, and may not have access to relevant teaching materials or resources.…”

“…Overall, these challenges highlight the need for collaborative and interdisciplinary approaches to developing and implementing interventions for teaching CT skills. By working together to define and articulate the scope of CT, providing training and resources for educators, and integrating these concepts into existing curricula, we can help students develop the critical thinking and problem-solving skills they need to succeed in the 21st century (Ridlo et al, 2022).…”

“…CT refers to the ability to think logically, algorithmically, and analytically to solve problems and design systems in a way that leverages the power and insights provided by computers and computational methods (Ridlo et al, 2022;Weintrop et al, 2016). It involves breaking down complex problems into smaller, more manageable ones, identifying patterns and connections between different pieces of information, and using abstractions and models to represent real-world phenomena.…”

The Pengenbangan

“…The analysis of the physics skills of students shows that students' ability to solve problems in electricity material is still low (Anggraini et al, 2022). In addition, physics learning still uses conventional teacher-centered models (Ridlo et al, 2022;Salam et al, 2023). Such learning causes students to tend to be passive and less enthusiastic (Sakdiah et al, 2022).…”

Analysis of Computational Thinking Instrument for High School Student Using Rasch Model

“…In the field of physics, Computational Thinking instruments are still rarely developed. Several studies using computational thinking instruments generally refer to kinematics (Handayani et al, 2022;Hutchins et al, 2019;Orban et al, 2020;Ridlo et al, 2022), dynamics such as Force (Aksit et al, 2020) and momentum (Dwyer et al, 2013); sound (Zakwandi et al, 2023) and electricity (Yin et al, 2020). Orban et al (2020) said despite the adoption of K-12 computer science standards in many nations, there is still no universal consensus on the specific definition or application of CT, and efforts to measure CT are still in their infancy.…”