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Vol.13, No.4, November 2024. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Computational Thinking Skills in Engineering Education: Enhancing Academic Achievement Through Innovations, Challenges, and Opportunities
Hendra Hidayat, Zulhendra Zulhendra, Efrizon Efrizon, Vera Irma Delianti, Fitrika Kumala Dewi, Mohd Rizal Mohd Isa, Dani Harmanto, Jem Cloyd M. Tanucan
© 2024 Hendra Hidayat, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 13, Issue 4, Pages 3454-3467, ISSN 2217-8309, DOI: 10.18421/TEM134-78, November 2024.
Received: 24 May 2024. Revised: 05 September 2024.
Abstract:
This study is a meta-analysis that identifies several publications focusing on the effect of computational thinking skills (CTS) on the academic achievement of engineering education students at the higher education level. Publications were sourced from Google Scholar and Scopus metadata using the Publish or Perish application, with a search time range of 2014- 2023. Initial analysis was carried out using statistical formulas with Microsoft Excel, and meta-analysis results were generated using JASP software. A total of 6 publications were analyzed to determine how much influence CTS has on students' academic achievement. The results of the analysis provide evidence that the overall effect is 54%, which falls into the medium category. The study highlights that innovation, challenge, and opportunity significantly enhance student learning outcomes by fostering skill development, motivating problem-solving, and encouraging the exploitation of new opportunities. These findings offer valuable insights for curriculum developers, educators, and policymakers aiming to incorporate CTS-focused strategies to bolster academic achievement.
Keywords – Computational thinking skills, engineering education, academic achievement, metaanalysis. |
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