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The Impact of Integrated Project-Based Learning and Flipped Classroom on Students’ Computational Thinking Skills: Embedded Mixed Methods

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Publicado en:Education Sciences vol. 15, no. 4 (2025), p. 448
Autor principal: Muh, Fitrah
Otros Autores: Sofroniou Anastasia, Setiawan Caly, Widihastuti, Widihastuti, Novi, Yarmanetti, Jaya Melinda Puspita Sari, Gayuh, Panuntun Jontas, Arfaton, Arfaton, Septrisno, Beteno, Susianti Ika
Publicado:
MDPI AG
Materias:
Indonesia
Students
Collaboration
Distance learning
Flipped classroom
Problem solving
Mixed methods research
Grounded theory
Case studies
Quasi-experimental methods
Online instruction
Quantitative analysis
Qualitative research
Project-based learning
Classroom Design
Mathematics Skills
Critical Thinking
Educational Practices
Literature Reviews
Independent Study
Creative Thinking
Influence of Technology
Active Learning
Group Instruction
Learning Processes
Educational Technology
Learning Experience
Mathematics Achievement
21st Century Skills
Cooperative Learning
Mathematics Education
Mathematics Instruction
Electronic Learning
Data Analysis
Hypothesis Testing
Learner Engagement
Classroom Environment
Algorithms
Acceso en línea:Citation/Abstract
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Resumen:Computational thinking skills among high school students have become a global concern, especially in the context of the ever-evolving digital education era. However, the attention given by teachers to this skill during mathematics instruction has not been a priority. This study aims to evaluate and explore the impact of project-based learning (PBL) integrated with flipped classroom on high school students’ computational thinking skills in mathematics. The research design employed a mixed-method approach with a quasi-experimental, nonequivalent pre-test post-test control group design. The experimental group (46 students) and control group (45 students) were selected through simple random sampling from 12th-grade science students. Data were collected through tests, questionnaires, and in-depth interviews, using instruments such as computational thinking skills assessment questions, questionnaires, and interview protocols. Quantitative data analysis was performed using SPSS Version 26 for t-tests and ANOVA, while qualitative analysis was conducted using ATLAS.ti with an abductive-inductive and thematic approach. The findings indicate that PBL integrated with flipped classrooms significantly improved students’ decomposition, pattern recognition, and abstraction skills. The implementation of PBL, integrated with a flipped classroom, created an interactive learning environment, fostering active engagement and enhancing students’ understanding and skills in solving mathematical concepts. Although there was an improvement in algorithmic thinking skills, some students still faced difficulties in developing systematic solutions. The results of this study suggest that further research could explore other methodologies, such as grounded theory and case studies integrated with e-learning, and emphasize visual analysis methods, such as using photo elicitation to explore thinking skills.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15040448
Fuente:Education Database