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