Ayu Mar'ati Barokatun Ni'mah

DEVELOPMENT OF LEARNING TOOLS FOR GAS KINETIC THEORY BASED ON LEARNING CYCLE 5E INTEGRATED BRICK MAKING PROCESS TO IMPROVE COMPUTATIONAL THINKING SKILLS

Introduction

Development of learning tools for gas kinetic theory based on learning cycle 5e integrated brick making process to improve computational thinking skills. Develops and evaluates feasible & effective learning tools for Gas Kinetic Theory, integrating 5E learning cycle & brick-making to boost computational thinking skills in physics.

Abstract

This research aims to (1) develop feasible learning tools for the kinetic theory of gases and (2) create effective physics learning tools for students. The research employs the ADDIE model. The data analysis for evaluating the feasibility and practicality of the learning tools utilizes a standard scale, while the validity of the question instrument is tested using Aiken's V and item analysis through the Partial Credit Model (PCM). To measure the effectiveness of the tools in enhancing students' computational thinking skills, a repeated measures MANOVA test is applied using the General Linear Model (GLM) with a significance level of 0.05. The findings indicate that (1) the developed learning tools are deemed feasible for use in improving computational thinking skills, as assessed by media experts, material experts, and practitioners. Moreover, (2) the analysis shows a significance value of 0.000 < 0.05, meaning there is a noticeable difference in computational thinking abilities between the experimental and control groups. Additionally, the effect size obtained was 0.813, which is categorized as large. These results suggest that the learning tools developed are both feasible and effective. In conclusion, this research demonstrates the potential of these tools to enhance students' computational thinking abilities in physics education, specifically in the context of the kinetic theory of gases, making them a valuable resource for future learning activities.

Review

This manuscript presents a compelling study on the development and evaluation of innovative learning tools for gas kinetic theory, explicitly designed to foster computational thinking (CT) skills. The authors employed a robust ADDIE development model, integrating the 5E Learning Cycle with a unique "brick making process" context, which offers a fresh perspective on applying theoretical physics concepts. The research successfully demonstrates both the feasibility and effectiveness of these tools, suggesting a significant contribution to physics education pedagogy, particularly in how complex scientific principles can be made accessible and engaging while developing critical 21st-century skills. A notable strength of this work lies in its rigorous methodological approach. The ADDIE model provides a structured framework for development, ensuring a systematic design and evaluation process. The combination of expert evaluations (media, material, practitioners) for feasibility, alongside sophisticated psychometric analyses like Aiken's V and Partial Credit Model for instrument validation, underscores the quality of the data collection and analysis. Furthermore, the use of a repeated measures MANOVA within a General Linear Model framework to assess effectiveness, coupled with a reported large effect size (0.813), provides strong statistical evidence for the tools' impact on computational thinking skills. The integration of a hands-on, contextualized activity like "brick making" to teach abstract concepts like gas kinetic theory is particularly commendable, as it bridges the gap between theoretical understanding and practical application, making the learning more concrete and potentially more memorable. While the abstract clearly highlights the success of the developed tools, a full paper would benefit from further elaboration on several points. Specifically, a more detailed explanation of *how* the "brick making process" is integrated into the 5E Learning Cycle and *what specific aspects* of computational thinking are targeted and measured by the assessment instrument would enhance the understanding of the intervention's mechanics. Additionally, while the significant difference between experimental and control groups is established, insights into the qualitative aspects of student engagement or specific challenges encountered during implementation would provide a richer picture. Future research could explore the long-term retention of these CT skills, the adaptability of these tools to other physics topics, or the impact on diverse student populations. Nonetheless, this study presents a highly promising development in physics education, offering a valuable resource for educators aiming to cultivate computational thinking alongside scientific understanding.

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