ICARE Model (Introduction, Connection, Application, Reflection, Extension) in Physics Learning: Analysis of its Effect on Students’ Computational Thinking Skills based on Gender
DOI:
https://doi.org/10.21009/1.08205Keywords:
computational thinking skills, gender, ICARE learning modelAbstract
This study aims to determine the effect of the ICARE learning model on students’ computational thinking skills, the effect of gender differences on students’ computational thinking skills, and the interaction between the ICARE learning model and gender differences in students’ computational thinking. The research method used is quasi-experimental. This research was conducted at high school, SMA Muhammadiyah Bandar Lampung. The population in this study is class X MIPA with a sample of X MIPA 1 and X MIPA 3. The sampling technique is cluster random sampling. Hypothesis testing using a two-way ANOVA test with a 2x2 factorial design. The results of this study are: 1) there is an effect of the ICARE learning model on students’ computational thinking skills, with a significance level of 0.000 <0.05, 2) there is no effect of gender differences on computational thinking skills, with a significance level of 0.628 > 0.05, and 3) there is no interaction between ICARE learning models and gender differences on computational thinking skills, with a significance of 0.320> 0.05. Problem-solving in physics learning can use computational thinking skills, namely by indicators of decomposition, abstraction, algorithms, and generalization of patterns. So that, computational thinking skills are important in the physics learning process.
References
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Siahaan, P, Dewi, E & Suhendi, E 2020, ‘Introduction, Connection, Application, Reflection, and Extension (ICARE) Learning Model: The Impact on Students’ Collaboration and Communication Skills’, Jurnal Ilmiah Pendidikan Fisika Al-Biruni, vol. 9, no. 1, pp. 109-119, doi: 10.24042/jipfalbiruni.v9i1.5547.
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Syafril 2019, ‘Statistik Pendidikan’, Jakarta: Prenadamedia Group.
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Wahyudi, W & Astriani, N 2014, ‘Penerapan Model Direct Instruction Terhadap Hasil Belajar Fisika Materi Pengukuran Ditinjau dari Gender Pada Siswa [The Application of Direct Instruction Model Toward Physics Learning Outcome on Measurement Material Viewed From The Genders of The Learners]’, Program Studi Pendidikan Fisika IKIP PGRI Pontianak, vol. 1, no. 2, pp. 178-186.
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Zuhair, M et al. 2021, ‘Scratch Coding for Kids : Upaya Memperkenalkan Mathematical Thinking dan Computational Thinking pada Siswa Sekolah Dasar’, Prosiding Seminar Nasional Matematika, vol. 4, pp. 476-486.
Anugrawati, N 2016, ‘Introduction, Connection, Application, Reflection and Extend (Icare) Model in Teaching Speaking’, vol. 3, no. 1, pp. 67-73.
Atmatzidou, S & Demetriadis, S 2016, ‘Advancing students’ computational thinking skills through educational robotics : A study on age and gender relevant differences’, Robotics and Autonomous Systems, vol. 75, pp. 661-670, doi: 10.1016/j.robot.2015.10.008.
Avianti, YM & Ratu, N 2020, ‘Profil Berpikir Reflektif Siswa dalam Menyelesaikan Soal Luas Lingkaran Ditinjau dari Perbedaan Kemampuan Matematika dan Gender’, Jurnal Cendekia: Jurnal Pendidikan Matematika, vol. 4, no. 2, pp. 637-644.
Azmi, RD & Ummah, SK, 2021, ‘Analisis Kemampuan Computational Thinking Dalam pembuatan Media pembelajaran Matematika’, Jurnal Pendidikan Matematika: Judika Education, vol. 4, pp. 34-40.
Belen, S, Sukandi, U & Dkk 2010, ‘Buku 1: Panduan Pengembangan Pendekatan Belajar Aktif’, Kemendiknas Badan penelitian dan Pengembangan Pusat Kurikulum.
Bers, MU & Portsmore, M 2005, ‘Teaching partnerships: Early childhood and engineering students teaching math and science through robotics’, Journal of Science Education and Technology, vol. 14, no. 1, pp. 59-73.
Carni, Maknun, J & Siahaan, P 2016, ‘An Implementation Of Icare Approach (Introduction, Connection, Application, Reflection, Extension) to Improve The Creative Thinking Skills’, Journal of Physics: Conference Series, vol. 755, no. 1, pp. 1-5, doi: 10.1088/1742-6596/755/1/011001.
Chioccariello, A et al. 2016, ‘Developing Computational Thinking in Compulsory Education’, doi: 10.2791/792158.
Collins, S 2017, ‘All Kiwi kids to learn’computational thinking’for 10 years, Print and broadcast: Computational thinking, and designing and developing digital outcomes, will be part of the core curriculum from next year’, Photo/File, NZ Herald.
Davita, PWC & Pujiastuti, H 2020, ‘Anallisis Kemampuan Pemecahan Masalah Matematika Ditinjau Dari Gender’, Kreano, Jurnal Matematika Kreatif-Inovatif, vol. 11, no. 1, pp. 110-117, doi: 10.15294/kreano.v11i1.23601.
Dewi, NPR, Ardana, IM & Sariyasa, S 2019, ‘Efektivitas Model ICARE Berbantuan Geogebra Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa’, JNPM (Jurnal Nasional Pendidikan Matematika), vol. 3, no. 1, p. 109, doi: 10.33603/jnpm.v3i1.1762.
Dwijayani, NM 2018, ‘Pembelajaran ICARE berbantuan permasalahan matematika realistik’, Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya, vol. 12, no. 1, pp. 1-13.
Elkin, M, Sullivan, A & Bers, MU 2014, ‘Implementing a robotics curriculum in an early childhood Montessori classroom’, Journal of Information Technology Education: Innovations in Practice, vol. 13, no. 1, p. 153.
Fessakis, G, Gouli, E & Mavroudi, E 2013, ‘Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study’, Computers \& Education, vol. 63, pp. 87-97.
Gong, D, Yang, HH & Cai, J 2020. ‘Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction’, International Journal of Educational Technology in Higher Education, vol. 17, no. 1, pp. 2-13, doi: 10.1186/s41239-020-00196-0.
Grover, S 2018, ‘The 5th ‘C’of 21st century skills? Try computational thinking (not coding)’, Retrieved on March 1.
Grover, S & Pea, R 2013, ‘Computational Thinking in K-12 : A Review of the State of the Field’, Educational Researcher, vol. 42, no. 1, pp. 38-43, doi: 10.3102/0013189X12463051.
Hadiansah, Safitri, TA & Suhada, I 2019, ‘Perbandingan kemampuan pemecahan masalah siswa melalui pembelajaran berbasis masalah dan pembelajaran icare’, vol. 11, doi: 10.25134/quagga.v11i1.1525.Received.
Hidayat, WN, Muladi, M & Mizar, MA 2016, ‘Studi integrasi tik dalam pembelajaran di sekolah menengah kejuruan’, Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, vol. 1, no. 12, pp. 2281-2291.
Hodiyanto, H 2016, ‘Meningkatkan Kemampuan Berpikir Kreatif Siswa Melalui Pembelajaran Pemecahan Masalah Ditinjau dari Gender Pada Materi Himpunan’, Jurnal Pendidikan Informatika dan Sains, vol. 3, no. 1, pp. 27-40.
Hodiyanto, H 2017, ‘Pengaruh Model Pembelajaran Problem Solving Terhadap Kemampuan Komunikasi Matematis Ditinjau dari Gender The Effect of Problem Solving Learning Model Toward Mathematical Communication Ability Viewed from Gender’, Jurnal Riset Pendidikan Matematika, vol. 4, no. 2, pp. 219-228.
Hyo-Jeong, S, Jong, MS & Liu, C 2020, ‘Computational Thinking Education in the Asian Pacific Region’, The Asia-Pacific Education Researcher, vol. 29, no. 1, pp. 1-8, doi: 10.1007/s40299-019-00494-w.
Isnaini, R, Budiyanto, C & Widiastuti, I 2019, ‘Robotics-based learning to support computational thinking skills in early childhood Robotics-based Learning to Support Computational Thinking Skills in Early Childhood’, AIP Conference Proceedings, vol. 2194, no. 1, p. 020044.
Kalelİoğlu, F, Gülbahar, Y & Kukul, V 2016, ‘A Framework for Computational Thinking Based on a Systematic Research Review’, vol. 4, no. 3, pp. 583-596.
Kaniawati, I & Utari, S 2015, ‘Analisis Didaktik Pembelajaran yang Dapat Meningkatkan Korelasi antara Pemahaman Konsep dan Kemampuan Pemecahan Masalah Siswa SMA pada Materi Fluida Dinamis’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 1, pp. 111-118.
Karaahmetoğlu, K & Korkmaz, Ö 2019, ‘The effect of project-based arduino educational robot applications on students’ computational thinking skills and their perception of basic stem skill levels’, Participatory Educational Research, vol. 6, no. 2, pp. 1-14, doi: 10.17275/per.19.8.6.2.
Khine, MS 2018, ‘Strategies for developing computational thinking’, in Computational thinking in the STEM disciplines, Springer, pp. 3-9.
Kuswanto, H et al. 2020, ‘Pengaruh Kemampuan Matematika Terhadap Kemampuan Computational Thinking Pada Anak Usia Sekolah Dasar’, Education : Jurnal Ilmu Pengetahuan, vol. 15, no. 2, pp. 138-144, doi: 10.29408/edc.v15i2.2916.
Ling, UL et al. 2018, ‘An evaluation tool to measure computational thinking skills: pilot investigation’, National Academy of Managerial Staff of Culture and Arts Herald, vol. 1, pp. 606-614.
Maharani, S et al. 2020, ‘Computational thinking pemecahan masalah di abad ke-21’.
Mahdian, M, Almubarak, A & Hikmah, N 2019, ‘Implementasi Model Pembelajaran Icare (Introduction-Connect-Apply-Reflect-Extend) Terhadap Keterampilan Proses Sains Pada Materi Larutan Elektrolit Dan Non Elektrolit’, Jurnal Penelitian Pendidikan IPA, vol. 5, no. 1, doi: 10.29303/jppipa.v5i1.184.
Murtafiah & Amin, N 2018, ‘Pengaruh gaya kognitif dan gender terhadap kemampuan pemecahan masalah matematika’, JPPM (Jurnal Penelitian dan Pembelajaran Matematika), vol. 11, no. 1.
Nazhifah, N, Pasaribu, A & Wiyono, K 2022, ‘Development of Computer Based Test Which is Integrated with Bengkulu Local Wisdom to Measure the Scientific Literacy Skills of Junior High School Students’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 8, no. 1, pp. 45-56.
Nurhopipah, A, Nugroho, IA & Suhaman, J 2021, ‘Pembelajaran Pemrograman Berbasis Proyek Untuk Mengembangkan Kemampuan Computational Thinking Anak’, Jurnal Pengabdian Kepada Masyarakat, vol. 27, pp. 6-13.
Pusfarini, P 2017, ‘Efektivitas Model Problem Based Learning dalam Mereduksi Disparitas Gender pada Capaian Pembelajaran Sains’, Jurnal Ilmiah Pendidikan Fisika Al-Biruni, vol. 6, no. 1, pp. 57-65, doi: 10.24042/jpifalbiruni.v6i1.909.
Riddell, R 2018, ‘Should the 4 Cs of 21st century skills make room for one more’.
Sagala, R et al. 2019, ‘The effectiveness of stem-based on gender differences: The impact of physics concept understanding’, European Journal of Educational Research, vol. 8, no. 3, pp. 753-761, doi: 10.12973/eu-jer.8.3.753.
Saritepeci, M 2020, ‘Developing Computational Thinking Skills of High School Students: Design-Based Learning Activities and Programming Tasks’, Asia-Pacific Education Researcher, vol. 29, no. 1, pp. 35-54, doi: 10.1007/s40299-019-00480-2.
Selby, CC & Woollard, J 2014, ‘Refining an Understanding of Computational Thinking’, Author’s original, pp. 1-23.
Siahaan, P, Dewi, E & Suhendi, E 2020, ‘Introduction, Connection, Application, Reflection, and Extension (ICARE) Learning Model: The Impact on Students’ Collaboration and Communication Skills’, Jurnal Ilmiah Pendidikan Fisika Al-Biruni, vol. 9, no. 1, pp. 109-119, doi: 10.24042/jipfalbiruni.v9i1.5547.
Suendarti, M & Liberna, H 2018, ‘The Effect of I-CARE Learning Model on the Students’ Metacognition’, Journal of Mathematics Education, vol. 3, no. 2, pp. 40-46, doi: 10.31327/jomedu.v3i2.439.
Sugiyono 2018, ‘Metode Penelitian Kuantitatif, kualitatif, dan R&D’, Bandung: Alfabeta.
Sulistiyo, MAS & Wijaya, A 2020, ‘The effectiveness of inquiry-based learning on computational thinking skills and self-efficacy of high school students’, Journal of Physics: Conference Series, vol. 1581, no. 1, p. 012046, doi: 10.1088/1742-6596/1581/1/012046.
Syafril 2019, ‘Statistik Pendidikan’, Jakarta: Prenadamedia Group.
Syarifuddin, M et al. 2019, ‘Experiment Computational Thinking: Upaya Meningkatkan Kualitas Problem Solving Anak Melalui Permainan GORLIDS’, Jurnal Miitra Pendidikan, vol. 3, no. 6, pp. 807-822.
Wahyudi, W & Astriani, N 2014, ‘Penerapan Model Direct Instruction Terhadap Hasil Belajar Fisika Materi Pengukuran Ditinjau dari Gender Pada Siswa [The Application of Direct Instruction Model Toward Physics Learning Outcome on Measurement Material Viewed From The Genders of The Learners]’, Program Studi Pendidikan Fisika IKIP PGRI Pontianak, vol. 1, no. 2, pp. 178-186.
Wing, JM 2006, ‘Computational thinking’, Communications of the ACM, vol. 49, no. 3, pp. 33-35.
Yasa, NYP, Astawa, IWP & Sudiarta, IGP 2019, ‘Pengaruh Model Pembelajaran Icare Berbantuan Masalah Matematika Terbuka Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas Viiismplaboratorium Undiksha Singaraja’, Jurnal Pendidikan Matematika Undiksha, vol. 10, no. 1, p. 84, doi: 10.23887/jjpm.v10i1.19921.
Yumiati & Wahyuningrum, E 2015, ‘Pembelajaran ICARE ( inroduction , connect , apply , reflect , extend ) dalam tutorial online untuk meningkatkan kemampuan pemecahan masalah matematis mahasiswa ut’, Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung, vol. 4, no. 2, pp. 182-189.
Zhong, B et al. 2016, ‘An exploration of three-dimensional integrated assessment for computational thinking’, Journal of Educational Computing Research, vol. 53, no. 4, pp. 562-590.
Zuhair, M 2021, ‘Telaah kerangka kerja PISA 2021 : era integrasi computational thinking dalam bidang matematika’, Prosiding Seminar Nasional Matematika, vol. 3, pp. 706-713.
Zuhair, M et al. 2021, ‘Scratch Coding for Kids : Upaya Memperkenalkan Mathematical Thinking dan Computational Thinking pada Siswa Sekolah Dasar’, Prosiding Seminar Nasional Matematika, vol. 4, pp. 476-486.
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Published
2022-12-30
How to Cite
Latifah, S., Diani, R., & Malik, S. L. M. (2022). ICARE Model (Introduction, Connection, Application, Reflection, Extension) in Physics Learning: Analysis of its Effect on Students’ Computational Thinking Skills based on Gender. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 8(2), 229–240. https://doi.org/10.21009/1.08205
