Implemented Problem-Based Learning with Digital Argumentation (PBL-DA) Model to Cultivate Computational Thinking (CT) and High Order Thinking Skills (HOTs) Marheny Lukitasari, Agita Risma Nurhikmawati, Akhmad Sukri, Rusdi Hasan, Jomar M. Urbano, Alfredo M. Esteban Jr., Analiza B. Tanghal
1, 2. Universitas PGRI Madiun
3. Universitas Pendidikan Mandalika
4. Universitas Padjadjaran
5. Phinma Education, Philippines
6,7. Nueva Ecija University of Science and Technology, Philippines
Abstract
The learning ecosystem has shifted to improve CT and HOTs through the implementation of PBL-DA. The study used a quasi-experimental design. The participants were students of two universities from Indonesia and Philippines. The students^ CT skills were measured through three aspects: skills (decomposition, algorithm design, evaluation), attitudes (confidence, communication, flexibility), and approach (tinkering, creating, and collaborating indicators). HOTs were measured through critical thinking, argumentation skills, problem-solving, problem-identifying, understanding concepts, analyzing, making decisions, and creative thinking indicators. The CT and HOTS scores were analyzed with Hoteling^s T2 test to determine the influence of the PBL-DA model on CT and HOTs followed by Tukey test. The Hoteling^s T2 analysis showed that there was a significant difference in both students^ CT skill and HOTs between the experimental and control classes. Furthermore, the result Tukey test of students^ HOTs showed a significant effect of PBL-DA on the aspects of critical thinking, argumentation, problem-identifying, and analyzing. The result of the Tukey test of students^ CT showed a significant effect of PBL-DA on the skill and attitude aspects. The CT and HOT skills of the students showed strong correlation with the value 0.651.
Keywords: Problem-based learning Digital argumentation, Computational thinking, HOTs
