Effect of PBL-Based Scratch E-module in Improving Computational Thinking and Physics Concepts
DOI:
https://doi.org/10.46328/ijses.76Keywords:
E-module, Computational Thinking, Physics Concepts, ScratchAbstract
The rapid and sophisticated development of science and technology requires education to present learning by developing IT skills in students. At the same time, mastery of physics concepts is needed to solve abstract problems. This material packaged using technology and computer programming can be an alternative solution to this problem. This study aims to measure the improvement of computational thinking and physics concepts of senior high school students in applying the problem-based learning-based Scratch experimental module. This research method is quantitative with a quasi-experimental design of the type of Pretest-Posttest Control Group Design. The results showed a significant increase in computational thinking skills in order changing straight motion, free fall motion, vertical upward motion, and concept mastery after using the E-module Scratch experiment based on problem-based learning for high school students are significant. Based on the results of this study, it can be interpreted that using the Scratch digital experimental E-module can improve computational thinking skills and physics concepts.References
Widiningrum W.N., Wahyuni S., Hardyanto W. & Sulhadi (2024). Effect of PBL-based scratch e-module in improving computational thinking and physics concepts. International Journal of Studies in Education and Science (IJSES), 5(2), 124-139. https://doi.org/10.46328/ijres.76
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