Impact of the Plugged-in and Unplugged Chemistry Computational Thinking Modules on Achievement in Chemistry

Chongo, Samri; Osman, Kamisah; Nayan, Nazrul Anuar

doi:10.29333/ejmste/10789

Cited by 19 publications

(14 citation statements)

References 56 publications

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“…These interventions are shown on the left of Figure 3 as independent concepts, namely, Engineering design, Science module, Instructional design, constructing physical model, Web 2.0 tools for digital activities, Unplugged Activities (2) and plugged-in (1), Making projects, Game programming, Design-based learning, Mathematic logic, embodied interaction with technology, Computational modelling, and Tech with Kids web. While it was determined that unplugged activities are able to develop CT [47,49] effectively, in another study, unplugged activities coupled with plugged-in activities was found to be more effective in improving CT [50].…”

Section: Interventions and Outcomesmentioning

confidence: 98%

“…Students' post-test scores were significantly higher than their pre-test scores 25 [50] Study aimed to identify the effectiveness of the Chemistry Computational Thinking (CT-CHEM) Module on achievement in chemistry. Significantly improved CT thinking and creativity 30 [55] Examined the correlation between the computer programming self-efficacy and computational thinking skills of students.…”

Section: Refs Interventions Outcomementioning

confidence: 99%

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Research Status in Computational Thinking in STEM Education

Govender¹

2022

Advances in Research in STEM Education

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Computational thinking (CT) is an approach to problem-solving that has its roots in computer science. However, its inherent value in the science, technology, engineering, and mathematics (STEM) disciplines cannot be over-emphasized, considering that we are in the fourth industrial revolution. The chapter draws attention to its close affinity to problem-solving and programming, and the impact of computational thinking on the labour market, and in turn the digital economy is highlighted. A global overview of recent research findings and initiatives to implement CT education in school curricula are discussed. Because of the importance of STEM education, and the inherent value of CT, it is necessary to explore the status and inclinations of CT in STEM disciplines. Hence, a snapshot of research over the last two years was used in a systematic review to determine the trends and challenges for integrating CT in the curriculum of STEM related fields. Using the ERIC database of journals, and specific criteria for selection of publications, 31 articles were examined in this study. Overall, it was found several tools and instructional strategies are used to develop CT, but more needs to be done to increase teachers’ knowledge and enactment for CT in the STEM fields.

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Section: Interventions and Outcomesmentioning

confidence: 98%

Section: Refs Interventions Outcomementioning

confidence: 99%

Research Status in Computational Thinking in STEM Education

Govender¹

2022

Advances in Research in STEM Education

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“…One of which is its interactive nature that makes it easier to navigate Grabinski et al, 2020;Li et al, 2016). The electronic module is interactive, meaning that it is a module made systematically and of course interesting by both the description of matter, the learning method, and the way to evaluate for desired competence (Chongo et al, 2021;Farihah et al, 2023;Fortner et al, 2016). Thus these interactive modules can be used in learning (Azid & Md-Ali, 2020;Li et al, 2016;Patel et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Student’s need analysis in using ordinary differential equation e-module of Mathematical Physics II

Astalini

Kurniawan

Putri

et al. 2023

Momentum: Physics Education Journal

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The purpose of this research is to find out students’ opinion about e-module ordinary differential equations that will be developed. This type of research is a mixed method with the purposive sampling technique. The samples were 50 students of Universitas Jambi majoring physics education a regular class A and regular class B 2020 who took the mathematical physics II course. The data were collected through interviews and questionnaires, then analyzed using descriptive statistics for the questionnaires and Miles and Huberman’s analysis for the interview results. The findings show that the majority of the students believe the creation of this e-module is a very good idea. This is proven by the results of descriptive statistics, where the average value is 18,0 and is in the required category. The quantitative findings are strengthened by the qualitative ones from interview, which show that the majority of respondents support the creation of this e-module. The results indicate that the students require additional learning resources to fully comprehend the lessons in the Mathematical Physics II e-module. Students can learn independently in mathematical physics course by using e-modules. The future studies on mathematical physics e-modules can use this study as a guide.

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“…Modules are teaching materials that contain materials, methods, and evaluations that are systematically designed for students to better understand the material by introducing the key concepts (Barr & Jackson, 2018;Sopacua et al, 2020;Wati et al, 2020). This module is designed by the author to make it easier for students in the learning process by helping students understand the concept of learning materials (Fortner et al, 2016;Ping & Osman, 2019;Asrial et al, 2020;Chongo et al, 2021). Modules can be in the form of print modules and electronic modules which are often referred to as e-modules.…”

Section: Introductionmentioning

confidence: 99%

Mathematical physics e-module: A study of students' perception based on gender

Astalini¹,

Kurniawan²,

Kurniawan³

et al. 2021

Momentum: Physics Education Journal

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Student’s perception is the student's assessment of something or information. The objective of this study was to discover how students' general perceptions and gender differences in electronic modules of mathematical physics. The research type is survey-based research with quantitative approach. The research population consists of physics education students from Universitas Jambi with the sample of 80 students from class A and class B. The data analysis techniques used in the study are descriptive statistics analysis and inferential data analysis using t-tests. The results showed that, overall, students have a positive perception with a Sig. (2-tailed) value of 0.011 < 0.005, which means that there is a significant difference in students’ perception. The perception of class A students with gender differences has a Sig. (2-tailed) value of 0.003, while the grade B students have a Sig. (2 tailed) values of 0.020 and 0.013. This means that class A and classs B students have a discernible difference of perception. Student’s perception may be used as a determining factor in the choice of learning materials. This research can be used as a guideline for the development of student perception assessment in the electronic module of Mathematical Physics in the future. The update of this study aims to compare students' perceptions of the overall online module of mathematics and gender differences.

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Impact of the Plugged-in and Unplugged Chemistry Computational Thinking Modules on Achievement in Chemistry

Cited by 19 publications

References 56 publications

Research Status in Computational Thinking in STEM Education

Research Status in Computational Thinking in STEM Education

Student’s need analysis in using ordinary differential equation e-module of Mathematical Physics II

Mathematical physics e-module: A study of students' perception based on gender

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