Disertasi

The effect of design-based-learning strategies and cognitive engagement on learning outcomes and computational thinking in the course of physics experiment design / Suritno Fayanto

Abstrak
This research was motivated by problems in the physics learning process particularly in the Physics Experiment Design course in the Physics Education Department. Students experience difficulties in understanding abstract concepts designing experiments analyzing data and connecting theory to practice. This impacts low computational thinking skills and learning outcomes. The learning process which has been dominated by conventional project-based learning has not been effective enough in developing these skills. Although numerous studies have proven the effectiveness of design-based learning strategies limited literature examines the implementation of design-based learning specifically in physics experiment design learning in higher education. Furthermore few references still integrate DBL with cognitive engagement aspects and how both affect computational thinking and learning outcomes. This research has significant novelty through the combination of design based learning strategies with cognitive engagement as a moderator variable to analyze its impact on two important variables in the instructional context learning outcomes and computational thinking. The research focuses mainly on design based physics experimental learning integrated with computational tools improving the understanding of physics concepts and students computational thinking skills. The learning framework used explicitly follows the DBL stages mdash identify-define research construct test amp evaluate. The study s purpose was to determine the influence of design-based learning and cognitive engagement learning strategies on two important aspects of the learning process learning outcomes and students computational thinking abilities in the physics experiment design course. The research method used in this study was a quasi-experimental design with a post-test only control group design. The subjects consisted of 83 students of the Physics Education Study Program at Halu Oleo University who were divided into two groups 42 students in the experimental class who received treatment with design-based learning strategies and 41 students in the control class who followed learning using conventional project-based learning. Data analysis was conducted using the 2x2 factorial MANOVA technique to simultaneously test the effect of independent variables and moderators on two dependent variables. The independent variable in this study was the learning strategy (DBL vs. conventional PjBL) while cognitive engagement acted as a moderating variable classified into two categories high and low. The dependent variables included student learning outcomes and computational thinking abilities. Based on the results of the analysis Manova Factorial 2 x 2 it was found that there were significant differences in learning outcomes and computational thinking abilities based on learning strategies and levels of cognitive engagement. In terms of learning outcomes students who used design-based learning (DBL) strategies with a high CE level obtained an average score of 79.29 (SD 4.77) while those with low CE recorded an average score of 69.50 (SD 4.97). Meanwhile in conventional project-based learning students with high CE obtained an average score of 72.00 (SD 4.15) and those with low CE only achieved an average of 61.68 (SD 3.37). Regarding computational thinking students in the high DBL CE group recorded the highest average score of 157.54 (SD 18.71) while the low DBL-CE group showed an average of 117.94 (SD 15.32). In conventional PjBL students with high CE obtained an average of 146.09 (SD 16.26) while those with low CE were at 105.47 (SD 15.33). The inferential analysis results showed a significant influence of learning strategies on learning outcomes and computational thinking abilities (p lt 0.05). In addition cognitive engagement also had a significant effect on both variables (p lt 0.05). Furthermore there was a significant interaction between learning strategies and cognitive engagement on learning outcomes and computational thinking (p lt 0.05). These findings indicate that students cognitive engagement level has a high impact on the effectiveness of learning strategies. The DBL learning strategy was proven to be better than conventional PjBL in improving learning outcomes and computational thinking especially in students with high levels of cognitive engagement.

Informasi Detail

DDC

Rd 371.33 FAY p

Prodi

Universitas Negeri Malang. Program Studi Teknologi Pembelajaran, 2025.

Deskripsi Fisik

xviii, 196 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00286/RD/25

Edisi

Disertasi (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. TEKNOLOGI PEMBELAJARAN
2. FISIKA - STUDI DAN PENGAJARAN
3. LEARNING TECHNOLOGY

Pembimbing

1. Prof. Dr. I Nyoman Sudana D., M.pd; 2. Prof. Dr. Ir. Syaad Patmanthara, M.pd; 3. Saida Ulfa, S.t., M.edu., Ph.d

Lampiran Berkas