The Effect of Direct Instructions Strategy Integrated Computational Thinking and Prior Knowledge on Critical Thinking and Problem-solving
In the current digital era, critical thinking and problem-solving skills are becoming increasingly important in everyday life, especially in the industrial era 4.0. One way to develop this ability is to use computational Thinking methods (CT). This research aims to test the effect of direct instruc...
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| Language: | English |
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Universitas Negeri Jakarta
2023-12-01
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| Series: | Jurnal Teknologi Pendidikan |
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| Online Access: | https://journal.unj.ac.id/unj/index.php/jtp/article/view/49845 |
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| author | Siti Maulidah Punaji Setyosari Dedi Kuswandi Saida Ulfa |
| author_facet | Siti Maulidah Punaji Setyosari Dedi Kuswandi Saida Ulfa |
| author_sort | Siti Maulidah |
| collection | DOAJ |
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In the current digital era, critical thinking and problem-solving skills are becoming increasingly important in everyday life, especially in the industrial era 4.0. One way to develop this ability is to use computational Thinking methods (CT). This research aims to test the effect of direct instruction strategy, integrated computational thinking, and prior knowledge on elementary schools' critical thinking and problem-solving skills in Heat and Changes in Science. The method used in this research is a quasi-experimental pretest-posttest non-equivalent control group design. This research was conducted at Madrasah Ibtidyah Ar-Rahmah Samarinda, involving 58 research subjects. The research instrument includes a prior knowledge test and critical thinking and problem-solving skills. To test the prerequisites for analysis using the normality test and homogeneity. Data analysis was used to test the research hypothesis using parametric statistics Tow Way MANOVA analysis technique. The research results show that (1) There are significant differences in critical thinking skills between groups of students who use computational learning and direct learning methods instructions; (2) critical thinking skills between groups of students with high prior knowledge are significantly from low prior knowledge; (3) There is no interaction between computational thinking and prior knowledge on students' critical thinking skills; (4) There are significant differences in problem-solving skills between groups of students who use computational learning and direct learning instructions; (5) The problem-solving skills of students with high prior knowledge is significantly different with low prior knowledge; (6) There is interaction between computational thinking and prior knowledge on students' problem-solving skills.
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| format | Article |
| id | doaj-art-c4b06494daca4ec1a43859e47604a323 |
| institution | DOAJ |
| issn | 1411-2744 2620-3081 |
| language | English |
| publishDate | 2023-12-01 |
| publisher | Universitas Negeri Jakarta |
| record_format | Article |
| series | Jurnal Teknologi Pendidikan |
| spelling | doaj-art-c4b06494daca4ec1a43859e47604a3232025-08-20T02:50:30ZengUniversitas Negeri JakartaJurnal Teknologi Pendidikan1411-27442620-30812023-12-0125310.21009/jtp.v25i3.49845The Effect of Direct Instructions Strategy Integrated Computational Thinking and Prior Knowledge on Critical Thinking and Problem-solvingSiti Maulidah0Punaji Setyosari1Dedi Kuswandi2Saida Ulfa3Universitas Negeri Malang, IndonesiaUniversitas Negeri Malang, IndonesiaUniversitas Negeri Malang, IndonesiaUniversitas Negeri Malang, Indonesia In the current digital era, critical thinking and problem-solving skills are becoming increasingly important in everyday life, especially in the industrial era 4.0. One way to develop this ability is to use computational Thinking methods (CT). This research aims to test the effect of direct instruction strategy, integrated computational thinking, and prior knowledge on elementary schools' critical thinking and problem-solving skills in Heat and Changes in Science. The method used in this research is a quasi-experimental pretest-posttest non-equivalent control group design. This research was conducted at Madrasah Ibtidyah Ar-Rahmah Samarinda, involving 58 research subjects. The research instrument includes a prior knowledge test and critical thinking and problem-solving skills. To test the prerequisites for analysis using the normality test and homogeneity. Data analysis was used to test the research hypothesis using parametric statistics Tow Way MANOVA analysis technique. The research results show that (1) There are significant differences in critical thinking skills between groups of students who use computational learning and direct learning methods instructions; (2) critical thinking skills between groups of students with high prior knowledge are significantly from low prior knowledge; (3) There is no interaction between computational thinking and prior knowledge on students' critical thinking skills; (4) There are significant differences in problem-solving skills between groups of students who use computational learning and direct learning instructions; (5) The problem-solving skills of students with high prior knowledge is significantly different with low prior knowledge; (6) There is interaction between computational thinking and prior knowledge on students' problem-solving skills. https://journal.unj.ac.id/unj/index.php/jtp/article/view/49845Direct InstructionComputational ThinkingPrior KnowledgeProblem-Solving |
| spellingShingle | Siti Maulidah Punaji Setyosari Dedi Kuswandi Saida Ulfa The Effect of Direct Instructions Strategy Integrated Computational Thinking and Prior Knowledge on Critical Thinking and Problem-solving Jurnal Teknologi Pendidikan Direct Instruction Computational Thinking Prior Knowledge Problem-Solving |
| title | The Effect of Direct Instructions Strategy Integrated Computational Thinking and Prior Knowledge on Critical Thinking and Problem-solving |
| title_full | The Effect of Direct Instructions Strategy Integrated Computational Thinking and Prior Knowledge on Critical Thinking and Problem-solving |
| title_fullStr | The Effect of Direct Instructions Strategy Integrated Computational Thinking and Prior Knowledge on Critical Thinking and Problem-solving |
| title_full_unstemmed | The Effect of Direct Instructions Strategy Integrated Computational Thinking and Prior Knowledge on Critical Thinking and Problem-solving |
| title_short | The Effect of Direct Instructions Strategy Integrated Computational Thinking and Prior Knowledge on Critical Thinking and Problem-solving |
| title_sort | effect of direct instructions strategy integrated computational thinking and prior knowledge on critical thinking and problem solving |
| topic | Direct Instruction Computational Thinking Prior Knowledge Problem-Solving |
| url | https://journal.unj.ac.id/unj/index.php/jtp/article/view/49845 |
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