Synthesis of Designing Framework of Constructivism Web-Based Learning Environment Model to Enhance Computational Thinking for Programming
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Abstract
The objective of this research was to synthesize a conceptual framework for designing a constructivism web-based learning environment that promotes computational thinking for programming among seventh-grade students. The study employed documentary research and survey research methodologies. The target group consisted of 20 students of 7th grade students and 6 experts including content designing and learning environment designing. Research instruments included document review and analysis forms, a synthesis form for the conceptual design framework, and a survey questionnaire to assess students' perspectives on the learning context. Data analysis utilized descriptive statistics such as frequency, percentage, mean, and standard deviation, along with content analysis through interpretation and synthesis. The findings revealed that the constructivist-based design framework consists of four stages and five components: 1) the stimulation of cognitive structure and encouragement of computational thinking was Problem-based Situation 2) the support for cognitive equilibrium was Learning resources, 3) the support for enlarging cognitive structure and computational thinking, and 4) the support for knowledge construction. The constructivism web-based learning environment model consists of 5 components: the problem-based situation, the learning resource, the problem-based programming, the scaffolding, and the coaching.
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