PHYCORE: Integrating Coding into Physics Education to Foster Computational Thinking for Sustainable Development
Riskawati (a*), Dadi Rusdiana (b), Abdurrahman (c), Hendra B.(d)

a) Science Education, Unieversitas Pendidikan Indonesia, Bandung, Indonesia
*riskawati[at]unm.ac.id
a) Universitas Negeri Makassar, Physics Education, Makassar, Indonesia
b) Science Education, Unieversitas Pendidikan Indonesia, Bandung, Indonesiac
c) Universitas Lampung, Physics Education, Lampung, Indonesia
d) Universitas Negeri Yogyakarta, Educational Research and Evaluation, Yogyakarta, Indonesia

Abstract

In the era of rapid technological advancement, integrating coding into physics education offers a promising pathway to cultivate students^ computational thinking (CT) skills. This study introduces PHYCORE, an innovative instructional approach that embeds coding activities into physics learning to enhance CT competencies among university students. Aligned with the Sustainable Development Goals (SDGs), particularly in promoting quality education (Goal 4) and industry innovation (Goal 9), PHYCORE aims to bridge conceptual understanding in physics with practical technological skills. The study employs a mixed-method design, involving pre- and post-intervention assessments and qualitative observations to evaluate the impact of PHYCORE on students^ CT abilities and engagement. Results indicate a significant improvement in students^ CT indicators-such as decomposition, pattern recognition, abstraction, and algorithmic thinking-as well as increased motivation and conceptual clarity in physics. The findings underscore the potential of integrated coding approaches to advance both physics education and broader educational outcomes linked to sustainable development.

Keywords: Physics education- computational thinking- coding- sustainable development- STEM- innovative learning

Topic: Physics Education