Scratch Programming Learning Model Through Team Based Project to Train Pre-Service Science Teachers’ Computational Thinking Skill
- https://doi.org/10.2991/aer.k.211215.054How to use a DOI?
- Scratch programming; Learning model; Team-based project; Computational thinking skill; Pre-service science teacher
Computational thinking skills (CTS) are needed for pre-service science teachers as a provision in organizing 21st-century learning. This research focused on developing a Scratch programming learning model by means of a team-based project to train science teacher candidate CTS. Development was carried out using the ADDIE model. The resulting model products were lesson plans, textbooks, and CTS assessment tools. Experts’ validation result of the entire product obtained valid criteria. The products were implemented in the course on Development of Media and Teaching Aids for Science Learning. At the implementation stage, the CTS of pre-service science teachers obtained results of 15.56 low, 64.44 moderate, and 20.00% high. Based on these results, the scratch programming learning model by means of a team-based project can train CTS for the pre-service science teachers. Scratch programming through the team-based project can be an offer to be applied to the education for pre-service teachers because of the ease of implementation of a visual block-based programming language.
- © 2021 The Authors. Published by Atlantis Press International B.V.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Novi R. Dewi AU - Prasetyo Listiaji AU - Arka Yanitama AU - Risa D. Hardianti AU - Isa Akhlis AU - Ismail O. Kurniawan PY - 2021 DA - 2021/12/16 TI - Scratch Programming Learning Model Through Team Based Project to Train Pre-Service Science Teachers’ Computational Thinking Skill BT - Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021) PB - Atlantis Press SP - 305 EP - 309 SN - 2352-5401 UR - https://doi.org/10.2991/aer.k.211215.054 DO - https://doi.org/10.2991/aer.k.211215.054 ID - Dewi2021 ER -