Computational thinking in PjBL -STEM learning through arduino based-automated greenhouse project

Abstract

Computational thinking is one of the essential competencies required in the Society 5.0 era, particularly in STEM education. This study aimed to investigate the effectiveness of Project-Based Learning integrated with Science, Technology, Engineering, and Mathematics (PjBL-STEM), through an Arduino-based Automated Greenhouse project, in improving students’ computational thinking skills in biology. The study employed a pre-experimental method with a one-group pretest-posttest design involving 27 students. Data were collected using a computational thinking test comprising 10 items that assessed indicators of abstraction, decomposition, pattern recognition, and algorithmic thinking. The data were analyzed using the Wilcoxon Signed-Rank Test due to non-normal data distribution. The results showed an N-gain score of 0.43, indicating a moderate improvement in computational thinking skills. The highest achievement was observed in the abstraction indicator (76%), while pattern recognition showed the lowest achievement (52%). The Wilcoxon test revealed a significant difference between pretest and posttest scores (Asymp. Sig.=0.001, p<0.05), indicating that the implementation of Arduino-based PjBL-STEM significantly improved students’ computational thinking skills. These findings suggest that Arduino-based PjBL-STEM learning can serve as an innovative and effective instructional approach for developing computational thinking competencies in biology education.