Applied learning innovation: Evaluating the effects of self-efficacy and Project-based blended learning on computational thinking skills

Liya Atika Anggrasari (), I Nyoman Sudana Degeng (), Dedi Kuswandi (), Henri Praherdhiono () and Fida Rahmantika Hadi ()

Edelweiss Applied Science and Technology, 2025, vol. 9, issue 9, 2070-2080

Abstract: In today's digital age, it is crucial to equip future elementary teachers with computational thinking skills to address the educational needs of the 21st century. This research examines how project-based blended learning and self-efficacy influence students' computational thinking abilities within the realm of primary teacher education. A quasi-experimental 2×2 factorial design was utilized, involving 74 undergraduate students from Universitas PGRI Madiun, Indonesia. Participants were divided into either a project-based blended learning group or a non-blended project-based learning group and further classified based on high or low self-efficacy levels. Data collection involved validated self-efficacy questionnaires and computational thinking assessments, with analysis conducted using two-way ANOVA. The results indicate a significant main effect of project-based blended learning (p = 0.02) and self-efficacy (p = 0.00) on computational thinking skills, while no significant interaction was found between the two variables (p = 0.431). These findings underscore the individual effectiveness of blended, project-based methods and learner confidence in enhancing computational thinking. The study adds to the growing body of evidence supporting technology-integrated teaching methods in teacher education programs and provides practical insights for curriculum developers aiming to cultivate computational skills in future educators.

Keywords: Computational thinking skills; Primary teacher education; Project-based blended learning; Self-efficacy. (search for similar items in EconPapers)
Date: 2025
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