Investigation of science process skills and computational thinking dispositions during the implementation of collaborative modeling-based learning in high school physics class

Herwinarso

Department of Physics Education, Widya Mandala Surabaya Catholic University, Indonesia.

https://orcid.org/0000-0003-3104-9221

Elisabeth Pratidhina

Department of Physics Education, Widya Mandala Surabaya Catholic University, Indonesia.

https://orcid.org/0000-0002-4634-375X

Pramono Adam

Anugrah Pekerti Junior High School, Surabaya, Indonesia.

https://orcid.org/0009-0008-1825-5235

Heru Kuswanto

Department of Physics Education, Universitas Negeri Yogyakarta, Indonesia.

https://orcid.org/0000-0002-2693-8078

Anggi Datiatur Rahmat

Department of Science Education, Universitas Negeri Yogyakarta, Indonesia.

https://orcid.org/0000-0002-5174-892X

DOI: https://doi.org/10.20448/jeelr.v10i4.5200

Keywords: CT disposition, High school physics, Modeling-based learning, Science process skills.


Abstract

Computational thinking (CT) skills are essential with the rapid advancement of technology. Developing CT attitudes in students is also required for improving CT skills.   On the other hand, science process skills are also emphasized in high school physics classes. This study aims to design and implement collaborative modeling-based learning for high school physics classes that stimulates computational thinking (CT) and science process skills. The learning activities use a collaborative approach and adapt the modeling process that scientists usually use. A pilot study in a high school physics course was conducted to investigate the effectiveness of collaborative modeling-based learning. The research instruments used in this study include a test for assessing theoretical understanding, an observational rubric for assessing science process skills and a self-report checklist to assess CT dispositions. A pre-and post-test design is employed in the pilot study. Eighty-nine students participated in this study. Students who participated in collaborative modeling-based learning gained a theoretical understanding. Moreover, they have excellent science process skills. According to the self-report checklist, students also demonstrated positive CT attitudes and indicated that they planned to apply CT aspects to their learning.   It indicates that the modeling process has engaged students to think computationally and develop their process skills.

Downloads

Download data is not yet available.