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The Development of CT-S Learning Module on The Linear Motion Topic to Promote Computational Thinking Thinking Khasyyatillah, Isra; Osman, Kamisah
Journal of Educational Sciences Vol 3. No. 3. September 2019
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.270-280

Computational Thinking (CT) is the main skill of the 21st century that is increasingly attracting more researchers to study how to implement CT in the learning and teaching process. Among the CT tools that can be used to develop CT is programming. Currently, availability and easily accessible programming tools have led researchers and educators to explore how to introduce CT in the context of learning and teaching in schools. Recognizing the importance of implementing CT in the classroom, this study aims to develop the CT-S (Computational Thinking and Scratch) module for the Linear Motion topic. The type of this study is research and development research to develop modules based on the ADDIE model to produce the CT-S module with validity and reliability. Data were analyzed using descriptive statistical analysis. The result showed that the CT-S module was valid. It is eligible to be used as the instructional material of Physics. This study implies that computational thinking skills can be integrated with other subjects besides computer science like physics. Therefore, teachers can design lessons that are relevant to the context and students' characteristics.

Integrating energy literacy into science education: a comprehensive systematic review Nik Abdul Majid, Nik Aida Mastura; Osman, Kamisah; Siok Yee, Tan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31873

Energy literacy is vital for preparing future generations to tackle global energy issues and advance sustainable development. However, integrating energy literacy into science education faces challenges due to diverse pedagogical approaches and educational contexts. This systematic literature review synthesizes current research to identify effective strategies for embedding energy literacy in science education. By employing advanced search techniques and preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a thorough search across Scopus, Web of Science, and ERIC databases yielded 30 relevant studies meeting inclusion criteria. Findings indicate that interdisciplinary approaches, hands-on experiments, and innovative teaching tools like virtual and augmented reality (VR-AR) effectively enhance students’ understanding and attitudes toward energy, particularly renewable energy. Notably, project-based learning and science, technology, engineering, and mathematics (STEM) integration significantly improve problem-solving skills and creativity. Despite these positive outcomes, challenges such as high cognitive load in interdisciplinary courses and the need for ongoing teacher training persist. The review concludes that standardized curricula and professional development programs are necessary to further support teachers. Future research should focus on longitudinal studies to assess the long-term impact of these educational interventions and explore scalable models for diverse educational settings. This review provides valuable insights for educators, policymakers, and researchers aiming to enhance energy literacy through science education.

The Development of CT-S Learning Module on The Linear Motion Topic to Promote Computational Thinking Thinking Khasyyatillah, Isra; Osman, Kamisah
Journal of Educational Sciences Vol. 3 No. 3 (2019): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.270-280

Computational Thinking (CT) is the main skill of the 21st century that is increasingly attracting more researchers to study how to implement CT in the learning and teaching process. Among the CT tools that can be used to develop CT is programming. Currently, availability and easily accessible programming tools have led researchers and educators to explore how to introduce CT in the context of learning and teaching in schools. Recognizing the importance of implementing CT in the classroom, this study aims to develop the CT-S (Computational Thinking and Scratch) module for the Linear Motion topic. The type of this study is research and development research to develop modules based on the ADDIE model to produce the CT-S module with validity and reliability. Data were analyzed using descriptive statistical analysis. The result showed that the CT-S module was valid. It is eligible to be used as the instructional material of Physics. This study implies that computational thinking skills can be integrated with other subjects besides computer science like physics. Therefore, teachers can design lessons that are relevant to the context and students' characteristics.

Knowledge Level and Self-Confidence on The Computational Thinking Skills Among Science Teacher Candidates Rahayu, Titik; Osman, Kamisah
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 8 No 1 (2019): Jurnal Ilmiah pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v8i1.4450

The trending topic in today's education is computational thinking skills which are used to help to solve complicated problems easier. This study aims to identify the level of knowledge and self-confidence of science teacher candidates (physics and biology) on computational thinking skills. The survey research design was used through a mixed-method approach by combining quantitative and qualitative approaches. The quantitative study involved 1016 randomly selected groups of science teachers while in the qualitative study, eight science teachers were chosen based on the scores obtained from the quantitative study. The questionnaire was used as a quantitative data collecting technique to analyze descriptive statistics. Then, an interview was used as the qualitative data collecting technique and was analyzed through theme creation. The findings show that science teacher candidates have a high level of knowledge and self-confidence. The implication of this study is very important for teacher candidates because computational thinking can help to facilitate problems solving in everyday life. Teacher candidates need to be given knowledge and understanding of computational thinking skills, to have readiness and self-confidence in facing the challenges of the learning in the 21st-century

Energy education: adapting to learning preferences and pedagogical strategies Majid, Nik Aida Mastura Nik Abdul; Osman, Kamisah; Yee, Tan Siok
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.23031

Addressing diverse learning needs in energy education is vital for fostering environmental awareness and sustainability. This study aims to identify students’ learning preferences, the challenges teachers encounter when teaching energy-related topics, and the most effective pedagogical strategies to address these challenges. Using a mixed-methods approach, quantitative surveys were administered to 163 15-year-old students in Bintulu, Sarawak, to assess learning preferences, demographic characteristics, and the difficulty level of various science topics, complemented by qualitative semi-structured interviews with three experienced science teachers. Quantitative data were analyzed using descriptive statistics to reveal trends and patterns, while thematic analysis of interview data provided deeper insights into teaching challenges. The study found “energy and sustainable life” to be the most challenging theme while teachers highlighted four major obstacles: i) abstract concepts; ii) weak mathematical skills; iii) terminology confusion; and iv) resource constraints. Effective strategies identified include incorporating digital learning tools, interactive and real-world applications, and enhanced teacher support. These findings underscore the need for tailored instructional approaches that leverage technology and address diverse learning preferences to improve student engagement and comprehension in energy-related topics. Future research should focus on developing innovative teaching methods and evaluating their long-term impacts on student learning and environmental consciousness.

Digital Simulations in Science Learning: A Student Perspective on Interactive, Engagement, Conceptual Understanding, and Learning Satisfaction Wahidin, Wahidin; Gutierrez, Grace; Osman, Kamisah; Akkapin, Supaphorn; Tan, Michael Lip Thye
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 1 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i1.138

Digital-based learning media offers a solution to overcome the limitations of laboratory practice and creates opportunities for more interactive, visual, and contextual learning experiences. Digital simulations in science education represent an innovative form of learning media in the era of technological transformation. However, students’ perceptions as users of learning media are closely linked to key indicators used to evaluate its effectiveness. This study aims to analyze students' perceptions of using digital simulation media in relation to learning interactivity, engagement, conceptual understanding, and satisfaction within the context of science education. A quantitative approach was employed using a survey method. Data were collected through online questionnaires from 400 high school and university students in Indonesia, Malaysia, Thailand, Singapore, and the United States of America. The data were then analyzed using Structural Equation Modeling (SEM) with the assistance of AMOS software. The results indicated that all proposed hypotheses were statistically supported. Students’ perceptions of digital simulations had a significant positive effect on perceived learning interactivity (H1), learning engagement (H2), conceptual understanding (H3), and learning satisfaction (H4). Positive student perceptions of digital learning media were strongly associated with improvements in the quality of learning interactivity, conceptual understanding, and overall satisfaction. This study makes an important empirical contribution to the development of digital learning media based on student perceptions and provides a foundation for selecting digital-based learning tools that are more responsive, engaging, and effective in the future.

The Change in Students' Communication and Collaboration Skills Through Time Token Cooperative Learning Model Yennita, Yennita; Al Fatihah, Annisa; Zulirfan, Zulirfan; Osman, Kamisah
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/n77t7q82

The 21st century highlights the need for students to develop relevant abilities, such as collaboration and communication skills. Communication skills are critical for students to interact and express thoughts or ideas when solving problems. By communicating efficiently, students collaborate more easily, creating cooperation, responsibility, and concern within the group. This research aims to improve students’ communication and collaboration skills in science learning by implementing the time-token cooperative learning model. This research is a quasi-experiment with a single-group pretest-posttest design. The following is the information obtained in this research: 1) Time-token cooperative learning has an effect in improving students’ collaboration and communication skills; 2) Time-token cooperative learning has an effect in improving collaboration and communication skills for male and female students; 3) Male and female students’ collaboration skills increased after implementing the time-token model. There is an increase in communication skills in female students but not in male students, even though male students’ initial and final skills are higher than female students. Therefore, it is concluded that the time-token cooperative learning model increases students’ communication and collaboration skills.

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