Design and Development of Matter Module with the Integration of Computational Thinking by Employing ADDIE Model

Noraini Lapawi,Hazrati Husnin

doi:10.6007/ijarbss/v11-i12/11757

Abstract

This study aims to explore the design and development process of the Matter module for secondary school students. The needs analysis shows a similar perception between students and teachers who described the matter topic as complex due to the abstract nature of the Matter topic. This module emphasises the use of animation in visualising particles in different matter states. The module was designed to make learning more active and meaningful by integrating computational thinking skills through cooperative and project-based learning. Through this approach, students are actively involved in building animation projects to visualise the movement of particles by applying computational thinking concepts (abstraction, decomposition, generalisation, algorithm, and evaluation) as they engage with programming in Scratch. Thus, to systematically design and develop the Matter module, the ADDIE model was employed. The design and development of the module comprise five phases, Analysis, Design, Development, Implementation, and Evaluation. The module was evaluated by experts using a formative evaluation approach. The results show that the validity of the Matter module is high and can support the integration of computational thinking skills.

Highlights

Computational thinking (CT) skills have been introduced into the curriculum system in line with the efforts to teach problem-solving skills at the early stages of schooling
Students select only the essential steps to determine the changes in matter and compare the differences in the state of the formed on the outer surface of the glass
Throughout the Science Module development process, formative evaluation was carried out to improve the quality of the module

Summary

Introduction

Computational thinking (CT) skills have been introduced into the curriculum system in line with the efforts to teach problem-solving skills at the early stages of schooling. Computational thinking can be applied in teaching and learning (Wing, 2006) and has been proven effective in helping to improve students’ logical thinking and problem-solving. They will have a more significant impact on student’s academic mastery, especially in problem-solving skills. Based on the literature review, researchers have suggested that the teaching and learning approach through computer animation for Matter topics is a way to address difficulties in learners even this helps students master the subjects more effectively (Abdul Wahab, 2006). Learning through animation might be too passive as the learners only process the information presented to them This module requires learners to create animation using Scratch with computational thinking integration to promote active learning

Objectives

Methods

Results

Conclusion