Enhancing Computational Thinking through a Metacognitive–Collaborative Instructional Sequence (NEXUS) in STEM Education

ARDIAN ASYHARI, SUNYONO SUNYONO, AGUS SUYATNA

Abstract

In this quasi-experimental pretest–posttest design study, 145 students participated to examine the effectiveness of a metacognitive–collaborative instructional sequence, NEXUS, using analog tasks to foster computational thinking (CT) in a flipped STEM classroom. A Group×Time mixed ANOVA revealed that NEXUS had greater posttest gains than the control across the three CT dimensions, with the highest gain in CT-Practices. Significant post-task differences were found in extraneous load, germane load, and metacognitive regulation (specifically metacognitive monitoring) in favor of NEXUS, while no differences emerged in intrinsic load. A hierarchical regression analysis revealed that students' readiness for collaborative learning was a significant predictor of their posttest CT scores; however, it was not a significant moderator for the effect of NEXUS.

Keywords

Computational thinking, cognitive load, metacognition, collaborative learning, STEM education

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References

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DOI: https://doi.org/10.26220/rev.5573

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