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Proceedings of the 3rd International Conference on Public Administration and Governance, ICOPAG 2024, 30 October 2024, Malang, Indonesia

Research Article

Effects of Plugged-in Chemistry Experiment Module on Students’ Computational Thinking and Science Process Skills in Chemistry Education

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  • @INPROCEEDINGS{10.4108/eai.30-10-2024.2354728,
        author={Nurul Nazatul Shahizah binti Mahamad Shobri and Corrienna Binti Abdul Talib},
        title={Effects of Plugged-in Chemistry Experiment Module on Students’ Computational Thinking and Science Process Skills in Chemistry Education},
        proceedings={Proceedings of the 3rd International Conference on Public Administration and Governance, ICOPAG 2024, 30 October 2024, Malang, Indonesia},
        publisher={EAI},
        proceedings_a={ICOPAG},
        year={2025},
        month={5},
        keywords={plugged-in chemistry experiment computational thinking skills science process skills},
        doi={10.4108/eai.30-10-2024.2354728}
    }
    
  • Nurul Nazatul Shahizah binti Mahamad Shobri
    Corrienna Binti Abdul Talib
    Year: 2025
    Effects of Plugged-in Chemistry Experiment Module on Students’ Computational Thinking and Science Process Skills in Chemistry Education
    ICOPAG
    EAI
    DOI: 10.4108/eai.30-10-2024.2354728
Nurul Nazatul Shahizah binti Mahamad Shobri1,*, Corrienna Binti Abdul Talib1
  • 1: Universiti Teknologi Malaysia, Malaysia
*Contact email: nnshahizah2@graduate.utm.my

Abstract

This study investigates the effects of plugged-in chemistry experiment module on students’ computational thinking and science process skills. A quasi-experimental design with pre-test and post-test control group was adopted, involving treatment and control groups. Descriptive and inferential analyses showed a significant difference in computational thinking skills between students using the plugged-in approach and those using the conventional approach, favouring plugged-in approach. Conversely, a significant difference in science process skills was observed, favouring the conventional approach. Significant differences were also observed between pre-test and post-test scores in science process skills for both groups, and in computational thinking skills for the experimental group. Lastly, there is no correlation between computational thinking and science process skills among chemistry students. The results are beneficial to the students as they are effective in enhancing students’ computational thinking and science process skills.

Keywords
plugged-in chemistry experiment computational thinking skills science process skills
Published
2025-05-13
Publisher
EAI
http://dx.doi.org/10.4108/eai.30-10-2024.2354728
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