Jou nal o Technology and Science Educa ion
JOTSE, 2025 – 15(1): 107-128 – Online ISSN: 2013-6374 – P in ISSN: 2014-5349
h ps://doi.o g/10.3926/jo se.2751
PROJECT BASED LEARNING FRAMEWORK WITH STEAM
METHODOLOGY ASSESSED BASED ON SELF-EFFICACY: DOES IT
AFFECT CREATIVE THINKING SKILLS AND LEARNING
ACHIEVEMENT IN STUDYING FUNDAMENTAL COMPUTERS?
Anak Agung Gde Ekayana1* , Ni Nyoman Pa wa i2 , Ke u Agus ini2 , I Gede Ra naya2
1Ins i u Bisnis dan Teknologi Indonesia (Indonesia)
2Uni e si as Pendidikan Ganesha (Indonesia)
*Co esponding au ho : gungekay[email p o ec ed]
nyoman.pa w[email p o ec ed], k[email p o ec ed], gede. a [email protected]
Recei ed Feb ua y 2024
Accep ed Feb ua y 2025
Abs ac
S uden s mus g asp c ea i e hinking as a c ucial 21s -cen u y alen o enhance lea ning achie emen .
Empi ical esea ch indica es ha pupils’ c ea i e hinking skills and lea ning achie emen s equi e
enhancemen and a en ion. This s udy examines he impac o a p ojec -based lea ning amewo k wi h
STEAM me hodology and sel -e icacy le els on c ea i e hinking abili ies and lea ning achie emen in
p ima y compu e educa ion, ocusing on compu e a chi ec u e. A quasi-expe imen al p e- es -pos - es
non-equi alen con ol g oup design was u ilised o de elop he esea ch design. One hund ed s uden s
we e en olled, o which 50 we e di ided in o he expe imen al and con ol g oups. Resea ch da a was
collec ed using ques ionnai es and es de ices. S uden sel -e icacy was assessed using a 44-i em
ques ionnai e, c ea i e hinking skills we e e alua ed wi h a 10-ques ion essay es , and s uden lea ning
achie emen was measu ed using a mul iple-choice es . Da a analysis en ails he applica ion o desc ip i e
and in e en ial s a is ics, speci ically using MANCOVA. Resea ch indica es ha implemen ing he
p ojec -based lea ning amewo k wi h STEAM me hodology is e ec i e in enhancing s uden s’ c ea i e
hinking abili ies and academic pe o mance. Resea ch shows ha sel -e icacy a ec s c ea i e hinking
skills and lea ning achie emen di e en ly. A p- alue o less han 0.05 deno es his. The p ojec -based
lea ning amewo k wi h STEAM me hodology has been p o en o help enhance c ea i e hinking abili ies
and academic achie emen h ough simul aneous and pa ial es ing. This s a egy is indica ed o
enhancing c ea i e hinking skills and imp o ing lea ning achie emen .
Keywo ds –
P ojec -based lea ning, STEAM me hodology, Sel -e icacy, C ea i e hinking skills, S uden
achie emen s.
To ci e his a icle:
Ekayana, A.A.G, Pa wa i, N.N., Agus ini, K., & Ra naya, I.G. (2025). P ojec based lea ning amewo k
wi h s eam me hodology assessed based on sel -e icacy: Does i a ec c ea i e hinking skills and
lea ning achie emen in s udying undamen al compu e s? Jou nal o Technology and Science Educa ion,
15(1), 107-128. h ps://doi.o g/10.3926/jo se.2751
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Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.2751
1. In oduc ion
Lea ning is an essen ial ac i i y in suppo ing he quali y o educa ional de elopmen . The de elopmen o
educa ion and lea ning has en e ed a new phase since he pandemic, and changes in he lea ning p ocess
ha e been made signi ican ly h ough he use o echnology (Be and & Namukasa, 2020; Nu hasnah,
Fes iyed & Ye imadesi, 2023; Pu i, P ase yo, Pu was u i, P odjosan oso & Pu an a, 2023). Lea ning
inno a ions mus be de eloped o add ess he challenges o he pos -pandemic e a. These inno a ions
play a c i ical ole in building s uden s’ 21s -cen u y skills (Se ya o, Mu iyasa & Suma di, 2020;
Su yaningsih, 2023; Zhao & Li, 2022). The challenge o educa o s in he 21s Cen u y is ha lea ning is
no longe based solely on ma e ial comple ion bu has changed o skill de elopmen , knowledge
managemen , and cha ac e o ma ion (Be and & Namukasa, 2020). Fu he mo e, he lea ning p ocess
in he 21s Cen u y p o ides mo e oppo uni ies o s uden s o build hei knowledge concep s h ough
ac i i ies a ound hem (Ra i, A nyana, Dan es & Dan es, 2023; Su yaningsih, 2023).
21s -cen u y lea ning is in line wi h cons uc i is heo y, which is widely used om elemen a y school o
highe educa ion by p o iding oppo uni ies o s uden s o explo e mo e knowledge h ough eal-li e
phenomena (Lis on, Mo in, Fu long & G i in, 2022; Sholahuddin, Anjuni, Leny & Faikham a, 2020;
Yildiz & Gule -Yildiz, 2021). P e ious esea ch om San yasa, San yadipu a and Junian a i (2019) and
Syah il, Nabawi and Sa i i (2021) e ealed ha eache s ha e widely used inno a i e lea ning models such
as PBL and PjBL o encou age he achie emen o 21s -cen u y skills. Using hese lea ning models
di ec ly impac s he lea ning p ocess, assessmen , and e alua ion o subsequen lea ning (Almulla, 2020;
Ananda, Rahmawa i & Khai i, 2023).
The Compu e A chi ec u e cou se is one pa o he INSTIKI In o ma ics Enginee ing s udy p og am
cu iculum. This cou se aims o educa e s uden s on analyzing componen s in compu e a chi ec u e
(Nayak, Hi ema h, Umade i & Ga agad, 2021; Sidek, Ya im, A i in & Nu zid, 2020; Suhaimi, Rosli,
A i in, Muniandy & Wahab, 2019). This cou se is designed o unde s and how ha dwa e and so wa e in a
compu e sys em can wo k oge he . S uden s who s udy his cou se a e expec ed o be able o analyze
and design compu e a chi ec u e ha is op imally sui ed o wo k needs. The e o e, s uden s mus be
equipped wi h c ea i e hinking skills o de elop and c ea e compu e de ice speci ica ions ollowing he
s uc u e and o ganiza ion o he compu e .
De eloping c ea i e hinking skills is essen ial o all educa ional endea ou s in he 21s cen u y (Au a a &
Me iläinen, 2022). C ea i e hinking skills can be gene a ed con inuously by allowing s uden s o p ac ice
hinking and exp ess hei ideas di ec ly acco ding o hei in e es s and lea ning needs (Mon e o, 2019;
Puozzo & Aud in, 2021). C ea i e hinking skills aim o p oduce new and unique ideas. In o he wo ds,
c ea i e hinking skills a e a lexible combina ion o a ional and di e gen hinking ollowing eelings bu
s ill in awa eness (Lu, Lo & Syu, 2021). De eloping s uden s’ c ea i e hinking skills can gi e bi h o new
ideas ha we e p e iously un hinkable, ind di e en ways o sol ing p oblems, and ha e many
pe spec i es in comple ing a lea ning ac i i y (Rusilowa i, Ulya & Sumpono, 2020; Kalashi, Bakhshalipou ,
Azizi & Sa eshkeh, 2020; Su yaningsih, Nisa, Muslim & Aldiansyah, 2023). C ea i e hinking skills help
s uden s de elop designs and inno a ions when lea ning compu e a chi ec u e (Enche a, Tamma o,
Yanche a, Zla ko a, Con i & Maasil a, 2024; Pu i e al., 2023; Habibi, Mundila o, Jumadi, Gummah,
Ahzan & P ase ya, 2020; Suhaimi e al., 2019). Thus, op imal c ea i e hinking skills a e expec ed o
encou age s uden ’s en husiasm and mo i a ion o lea n, posi i ely impac ing lea ning achie emen .
Lea ning achie emen esul s om lea ning ac i i ies, which means he ex en o which s uden s can
mas e he lea ning ma e ial hey ha e ca ied ou (Cheng, 2023; Fe aco, 2023; I inedo & Bu , 2024). This
means ha s uden lea ning achie emen can be measu ed i an assessmen o he s uden ’s lea ning
ou comes has been conduc ed. Lea ning achie emen is an achie emen ha s uden s ha e been able o
achie e consciously and plan in hei lea ning ac i i ies (Da muki, 2023; Jiang, 2023). Th ough lea ning
achie emen , a s uden can measu e his p og ess in lea ning ac i i ies. Lea ning achie emen and he
lea ning p ocess a e uni s ha complemen each o he , whe e, in essence, lea ning achie emen is he inal
esul o a lea ning p ocess (Zainuddin, 2022). Lea ning achie emen is said o each he en i e domain,
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including cogni i e, a ec i e, and psychomo o domains (P a iwi & San yasa, 2021). The cogni i e domain
ela es o he le el o knowledge needed o unde s and, analyze, and c ea e (Tenho i a, Ko honen,
Sei amaa-Hakka ainen & Hakka ainen, 2022). The a ec i e domain e e s o s uden s’ a i udes,
beha iou , and no ms du ing lea ning ac i i ies (Guo, Saab, Pos & Admi aal, 2020). The psychomo o
domain ela es o he skills o abili ies demons a ed du ing he lea ning p ocess (Tisna, Pa wa i, Wa pala,
Suda ha, Suda mika & Sua ama, 2022). F om his poin o iew, lea ning abili ies and success in school
come om he p ocess o lea ning. So, inc easing c ea i e hinking skills in he lea ning p ocess should be
accompanied by changes in lea ning achie emen o he be e (San yasa e al., 2019).
Howe e , he eali y ha happened was a om wha had been planned. The p oblem analysis ound ha
s uden s ca ying ou lea ning ac i i ies we e s ill domina ed by comple ing ma e ial h ough adi ional
lea ning (Diana, Su jono & Mahmudi, 2023). Resul s o p e ious esea ch by Hew, Jia, Gonda and Bai
(2020) show ha as many as 75% o highe educa ion s uden s s ill use di ec lea ning me hods. P e ious
esea ch esul s om Pa wa i and Suha a, (2020) and San yasa e al. (2019) e ealed ha adi ional
lea ning me hods p o ide less challenge o s uden s who s udy o mally in highe educa ion uni s.
Lea ning ac i i ies in highe educa ion should acili a e lea ning ac i i ies so ha mo e s uden s make
disco e ies, sol e p oblems, and hink a a highe le el (Ali, 2021; Ma, 2023).
Based on pas esea ch indings, lea ning p ocesses may no achie e ideal wo-way in e ac ion in highe
educa ion. This is because many s uden s who lea n using adi ional me hods end o be gi en
assignmen s and p ac ice ques ions mo e o en accompanied by eache s, whe e hese lea ning ac i i ies
a e less able o ain c ea i e hinking skills (A mojo, A diansyah & Sapu i, 2022; Sigi , Ris an o & Mu ida,
2022). This ac p o es ha adi ional lea ning models ha e weaknesses when used in daily lea ning
ac i i ies, especially in p o iding space o p ac ice de eloping hinking skills. The ha m ul impac o he
adi ional lea ning p ocess is ha many s uden s a oid lea ning ac i i ies and skip class. This si ua ion
ce ainly a ec s lea ning ou comes ha a e less han op imal and impac s s uden s’ abili ies a om
s anda d wo k quali ica ions (Heilala, Shibani & de F ei as, 2023). Based on he 1994 AECT de ini ion,
educa ional echnology co e s i e domains, and his esea ch ocuses on he u iliza ion domain. I is
designed o de elop no el lea ning models ha may be applied o de eloping c ea i e hinking abili ies
and lea ning achie emen .
The lea ning model known as p ojec based lea ning can po en ially cul i a e s uden s’ c ea i e and ac i e
hinking skills (Ananda e al., 2023, Chis yako , Zhdano , A dee a, Dyadichenko, Kuni syna & Yagudina,
2023, Pawa , Pa il & Kulka ni, 2023). The p ojec based lea ning model p o ides mo e oppo uni ies o
s uden s o manage lea ning based on p ojec ac i i ies (A mojo e al., 2022). The p ojec ac i i ies a e
p oblem-based lea ning ac i i ies ha a e he i s s ep in collec ing and in eg a ing new knowledge based
on expe ience gained du ing he lea ning p ocess (Lu, Wu & Huang, 2022; Maya , Pu a, Monia, Kosassy,
Fadli & A inalhaq, 2023; Randazzo, P ie e & Khamis-Dakwa , 2021). A lea ning p ocess ha links eal
li e can lead s uden s o p ac ice p oblem-sol ing skills, make decisions, ca y ou in es iga ions, and lea n
independen ly o in g oups. Pas esea ch indings on p ojec based lea ning me hods indica e ha he
me hodology is cen ed a ound s uden s (Domenici, 2022), whe e s uden s a e in i ed o de elop hei
exis ing abili ies by c ea ing lea ning p ojec s so ha i is hoped ha h ough ac ual p ojec ac i i ies
ca ied ou , hey can de elop s uden s’ easoning and c ea i e hinking abili ies (Hasanah, Pa no, Hidaya ,
Sup iana, Yulia i, La i ah e al., 2023; Rahayu, Su ikno & Ind iyan i, 2023; Rahmania, 2021).
P e ious s udies ha e examined he p ojec -based lea ning model’s e ec s, consequences, and e icacy. On
a e age, hese s udies ha e ound ha he p ojec based lea ning model o e s mo e oppo uni ies o
s uden s o de elop hei c ea i e hinking skills han adi ional lea ning me hodology (Heilala e al., 2023;
Kwan & Wong, 2021). P io s udies ha e shown ha he p ojec based lea ning model can enhance
s uden s’ analy ical, c ea i e, p oblem-sol ing, in es iga i e, and eamwo k abili ies. (A mojo e al., 2022;
O iz-Laso, Diego-Man ecón, La icza & Blanco, 2023). Acco ding o o he s udies, e-lea ning in
conjunc ion wi h he p ojec based lea ning me hodology is he bes way o maximize limi ed class oom
ime (Sigi e al., 2022). Fu he esea ch also s a es ha he p ojec -based lea ning model is e y sui able
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and e ec i e o s uden s s udying in o mal educa ion. The me a-analysis esea ch ound ha he p ojec
based lea ning me hodology signi ican ly di e ed om adi ional lea ning and was used om elemen a y
o high school (To es, Laga ón & Ba galló, 2024).
The p ojec -based lea ning me hodology is highly e ec i e in de eloping 21s -cen u y abili ies in
elemen a y and middle school s uden s. Thus, conduc ing an in-dep h analysis o he p ojec -based
lea ning model in highe educa ion uni s is necessa y. Howe e , wha di e en ia es his esea ch om
p e ious esea ch is ha he p ojec -based lea ning model is in eg a ed wi h he STEAM me hodology. In
his esea ch, he syn ax o he p ojec based lea ning model combined wi h he STEAM me hodology
was no me ged o become a new s age; acco ding o Sigi e al. (2022) and Si ega , Rahmawa i and
Suyono (2023) indings, a new syn ax is o med: Re lec ion, Resea ch, Disco e y, Applica ion, and
Communica ion. Ins ead, i main ains he six syn ax o lea ning s eps om he p ojec based lea ning
model, which is ein o ced wi h each syn ax using STEAM componen s (Lu e al., 2021).
Fac o s ha in luence c ea i e hinking skills and lea ning achie emen a e classi ied in o wo ac o s,
namely in e nal and ex e nal ac o s. Ex e nal ac o s come om ou side he s uden , including he
lea ning model (San yasa e al., 2019), while in e nal ac o s wi hin s uden s include sel -e icacy (Yada,
Leskinen, Sa olainen & Schwab, 2022). Apa om paying a en ion o he lea ning model, i is essen ial o
conside each s uden ’s sel -e icacy le el, which is hough o in luence c ea i e hinking skills and
lea ning achie emen (Eka ushabe, 2021; Masda ini, Candiasa, Agus ini & Suda ha, 2024). P e ious
esea ch epo s ha he le el o s uden sel -con idence a ec s lea ning ac i i ies. The highe he
sel -e icacy, he less likely he s uden will gi e up and gi e up on he lea ning p ocess (Luo, So, Wan & Li,
2021). O he esea ch epo s ha low le els o sel -con idence in s uden s in luence hesi an
decision-making and lack o con idence in he answe s gi en (Fa imah, Mu wani, Fa ida & Hi ipeuw,
2023). A high le el o sel -con idence is mo e p ominen in con eying new ideas and he men ali y o da e
o exp ess opinions in on o he class (Dinh, 2022; Wang & F ye, 2019). Due o he esul s o p e ious
esea ch ega ding s uden s’ le el o sel -con idence in luencing he lea ning p ocess, i is impe a i e o
include he le el o sel -con idence in he esea ch a iables.
This s udy in ends o examine he impac o he p ojec -based lea ning model inco po a ing he STEAM
me hodology on sel -e icacy in c ea i e hinking skills and academic pe o mance by analyzing he
ela ionship be ween he p ojec based lea ning model and he STEAM me hodology. The esea ch
ca ied ou is di e en om p e ious esea ch. This s udy examines he s uc u e o p ojec -based
lea ning enhanced by he STEAM me hodology and i s impac on c ea i e hinking abili ies and academic
pe o mance. P ojec based lea ning amewo ks and he STEAM me hodology The model ha ocuses
on his esea ch is based on p e ious esea ch da a and can ain high-le el hinking skills.
The e o e, his esea ch aims o imp o e c ea i e hinking skills because i will a ec s uden s’ highe -le el
hinking abili ies when c ea i e hinking skills p og ess. I a new lea ning model is applied o s uden s in
he lea ning en i onmen , hei expe ience and knowledge o he ma e ial hey a e s udying will inc ease.
Thus, acco ding o he ou lined desc ip ion, he p ojec -based lea ning model and he STEAM
me hodology a e s uden -cen ed lea ning models ha encou age s uden s o ac i ely p oduce new ideas,
lexible answe s, and p oblem-sol ing solu ions beyond expec a ions bu can s ill be a ionalized. The
p esen esea ch o e s insigh s in o enhancing c ea i e hinking skills and imp o ing lea ning ou comes by
implemen ing a p ojec based ins uc ional amewo k wi h he STEAM me hodology. The p oblems ha
ha e been add essed in his s udy can be ca ego ized as ollows:
1. How much e ec does he p ojec -based lea ning amewo k inco po a ing STEAM
me hodology ha e on c ea i e hinking skills and academic pe o mance?
2. How can a ying le els o s uden sel -e icacy impac c ea i e hinking abili ies and academic
pe o mance?
3. How do s uden s’ c ea i e hinking skills p og ess acco ding o each indica o ?
4. How does academic pe o mance imp o e acco ding o Bloom’s axonomy le els?
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2. Me hodology
The esea ch ha was conduc ed, as s a ed by (Roge s & Re esz, 2019), employed a quasi-expe imen al
design ea u ing a con ol g oup comp ising a p e- es and a pos - es . Con ol and expe imen al g oups
we e cons uc ed o ca ego ize he a ious s ages o he esea ch implemen a ion p ocess. S uden s in he
expe imen al g oup we e augh u ilizing a p ojec -based ins uc ional amewo k using he STEAM
me hodology. The con ol g oup o child en was exposed o a p ojec -based lea ning me hodology ha
did no use a STEAM me hodology. The p e- es and pos - es we e ca ied ou in each con ol and
expe imen al g oup o e alua e whe he he e we e di e ences be ween he g oups be o e and a e
ea men ega ding c ea i e hinking skills and lea ning achie emen .
The da a collec ed in his s udy a e (1) he s uden s’ i s c ea i e hinking skills when s udying, u ilising
he p ojec based lea ning amewo k using he STEAM me hodology (Y1-1); (2) inal c ea i e hinking
skills o s uden s who lea n u ilizing he p ojec based lea ning amewo k wi h he STEAM a pe spec i e
(Y1-2); (3) he ea ly c ea i e hinking skills o kids ha lea n u ilizing he p ojec based lea ning
amewo k wi hou he use o he STEAM me hodology (Y1-3); (4) he inal c ea i e hinking abili ies o
child en who a e augh u ilising he p ojec based lea ning p ocedu e wi hou he STEAM me hodology
(Y1-4); (5) s uden s’ ini ial lea ning achie emen using he p ojec based lea ning amewo k wi h he
STEAM me hodology (Y2-1); (6) S uden s’ inal lea ning ou comes when using he p ojec based lea ning
amewo k wi h he STEAM me hodology (Y2-2); (7) ini ial lea ning achie emen o p ojec based
lea ning s uden s wi hou STEAM (Y2-3); (8) inal lea ning achie emen o p ojec based lea ning
s uden s wi hou STEAM (Y2-4).
The esea ch ial was conduc ed a he INSTIKI In o ma ics Enginee ing S udy P og am in ol ing 320
i s -semes e s uden s om 10 classes A1 o A10. The nex s age is de e mining he numbe o esea ch
samples. A g oup andom sampling echnique was used in his esea ch. This echnique was used because
esponden s had been g ouped in o classes by he academic depa men , making i impossible o
esea che s o ake esponden s as samples andomly.
An expe imen al class consis ed o 50 esponden s om classes A1, A3, and A7, while he con ol class
consis ed o 50 people om classes A4, A8, and A10. The use o g oup andom sampling echniques
means ha esea che s canno know he ini ial condi ions o each indi idual in he class because hey do
no es equali y in each class. The Mul i a ia e Analysis o Co a iance, a da a analysis echnique, was used
based on he na u al condi ions a he esea ch loca ion. Using co a ia e a iables, ac o s ha in e e e
wi h o ha e he po en ial o in luence he dependen a iable du ing he esea ch p ocess can be educed
s a is ically.
Ques ionnai es and es ins umen s we e designed o collec da a in his esea ch p ocess. A he
assessmen and e alua ion s age o he lea ning p ocess, a ques ionnai e ins umen is used o measu e he
sel -e icacy sco es o s uden s om each class. The sel -e icacy ques ionnai e was de eloped om
Bandu a’s sel -e icacy dimensions (Bandu a, F eeman & Ligh sey, 1999) and modi ied he ques ionnai e
om p e ious esea ch ela ed o sel -e icacy (Fa imah e al., 2023; Lee, Da is & Li, 2023) — he modi ied
ques ionnai e comp ised 44 s a emen i ems di ided in o posi i e and nega i e s a emen s. In Table 1,
sel -e icacy indica o s a e displayed. The ins umen de eloped was hen es ed o alidi y and eliabili y.
The CVR (Con en Validi y Ra io) o mula is used o es he con en alidi y o he sel -e icacy
ins umen . Based on he p o isions o he CVR o mula, each s a emen i em is 1.00, and he o e all
o al CVR sco e o he sel -e icacy ins umen is 44.00, which means he ins umen is decla ed alid.
Tes ing he eliabili y o he sel -e icacy ins umen using C onbach-Alpha ob ained a sco e o 0.982,
which means he ins umen le el has high eliabili y.
Essay es s a e used o e alua e c ea i e hinking skills, and mul iple-choice es s a e used o assess s uden
lea ning achie emen . The c ea i e hinking skills es ins umen is adap ed om Paul To ance’s
dimensions o hinking skills (To ance, 1972; Sendag, Yakin & Gedik, 2023). Fu he mo e, he
ins umen was modi ied based on he esea ch conduc ed. The essay es is designed wi h en ques ions
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o e alua e c ea i e hinking skills. The en essay assessmen s a e calib a ed acco ding o Bloom’s
Taxonomy le els C4 o C6, which measu e deg ees o c ea i e hinking. Indica o s o c ea i e hinking
abili ies as measu ed by he ins umen a e shown in Table 2.
Meanwhile, he mul iple-choice es is designed wi h 15 ques ions o lea ning achie emen , which has a
le el o C2-C6. Indica o s on he mul iple-choice es can be seen in Table 3. The alidi y es esul s on
he wo es ins umen s ob ained an o e all CVR sco e on he c ea i e hinking skills es o 10.00 and
he lea ning achie emen es o 15.00. Following he p o isions o he CVR o mula, bo h ins umen s
a e decla ed alid. A e being es ed using CRV, p oceed o he CVI (Con en Validi y Index) o mula o
es each s a emen i em. The CVI esul s ob ained a sco e o 1.00 on he c ea i e hinking skills and
lea ning achie emen es , so i can be decla ed o ha e excellen alidi y. Reliabili y analysis o he wo
ins umen s o c ea i e hinking skills and lea ning achie emen using C onbach-Alpha ob ained a sco e
o 0.876 o he essay es and 0.868 o he mul iple-choice es , which means i is in a pe ec ca ego y.
Dimensions Indica o
I em
To alPosi i e Nega i e
Magni ude
Con idence in he ask gi en as a challenge in lea ning 1&2 3&4 4
Con idence in you abili y o o e come ba ie s is di ec ly
ela ed o he di icul y le el o he asks. 5&6 7&8 4
Con idence in he abili y o ake he ac ions necessa y o
achie e a esul 9&10 11&12 4
Ha e a posi i e iew o he asks ca ied ou 13&14 15&16 4
S eng h
Belie e s ongly in you abili y o accomplish objec i es. 17&18 19&20 4
Ha e a igh ing spi i and do no gi e up easily when
expe iencing obs acles in comple ing asks 21&22 23&24 4
Ha e he spi i o wo k ha d and y o achie e he
maximum 25&26 27&28 4
Commi o comple ing academic assignmen s well 29&30 31&32 4
Gene ali y
Gene ali y: Able o espond o di e se si ua ions and
condi ions wi h a posi i e a i ude 33&34 35&36 4
Displaying an a i ude ha shows sel -con idence
h oughou he lea ning p ocess 37&38 39&40 4
Using li e expe ience as a s ep o achie e success 41&42 43&44 4
Table 1. Sel -e icacy indica o s o undamen al compu e ma e ial
Aspec s
measu ed Ma ke s o C ea i e Thinking Skills Le el
Cogni i e Quan i y
Fluency
Analyzing compu e s uc u al componen s and BUS in e connec ions
on he compu e C4 2
E alua e he ad an ages and disad an ages o he exis ing line ypes in
he BUS in e connec ion. C5 1
Elabo a ion
Designing a block diag am o he compu e ’s bus, da a, and add ess lines. C6 1
P o iding a gumen s on he ole o BUS in e connec ion in he da a
ans e p ocess C5 1
Flexibili y Rela e he concep o BUS in e connec ion o ac i i ies in daily li e C4 1
Compa ing he Mul iplexe Bus ype wi h he Dedica ed Bus C4 2
O iginali y
Cons uc ing he concep o memo y and s o age on a compu e using
an analogy in eal li e C6 1
De elop a concep using eal-li e analogies ega ding ans e ing da a
om CPU, Memo y, I/O, and BUS Line. C6 1
Table 2. Indica o s o c ea i e hinking skills o undamen al compu e ma e ial
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Ma ke s o Fundamen al Compu e s Lea ning Achie emen Le el Cogni i e To al
Explain he main componen s o a compu e and he BUS in e connec ion lines. C2 2
De e mine he main componen s ha make up he compu e a chi ec u e and
in e connec ion pa hs. C3 2
De e mines he ype o bus in e connec ion on he compu e s uc u e C3 2
Concep ualise bus in e connec ion lines (da a, con ol, and add ess) C3 2
Compa e bus in e connec ion ca ego ies (da a, add ess, and con ol) C4 2
Analyzing da a ans e on he bus in e connec ion line C4 1
Compa ing he da a communica ions used in he in e connec ion line C5 2
Cons uc he ope a ing p inciple on he bus in e connec ion line C6 2
Table 3. Lea ning achie emen indica o s o undamen al compu e s ma e ial
The da a ob ained om he esea ch we e analyzed desc ip i ely, and in e en ial s a is ics we e used using
SPSS so wa e. Desc ip i e s a is ical analysis is displayed h ough he a e age, s anda d de ia ion, highes ,
and lowes alues. The in e en ial s a is ical echnique used is MANCOVA, which es s he esea ch
hypo hesis p oposed in his s udy. Assump ion es s include no mali y es s using Kolmogo o -Smi no ,
homogenei y o a iance es s using Le ene, homogeneous mul i a ia e es s using Box’s M, and
mul icollinea i y es s a e ca ied ou be o e p oceeding o hypo hesis es ing using MANCOVA.
3. Resul s
Lea ning ac i i ies a e ca ied ou using a p ojec -based lea ning amewo k wi h STEAM me hodology
o en mee ings ha a e adjus ed o he academic schedule. Figu e 1 shows he class condi ions du ing he
lea ning p ocess. The lea ning ac i i ies imp o e c ea i e hinking skills by aining s uden s o c ea e ideas,
answe s, and opinions ela ed o bus sys em ma e ial in compu e a chi ec u e. An o e iew o he
desc ip i e s udy can be seen in Table 4.
Figu e 1. Ac i e lea ning using a p ojec based educa ional amewo k combined wi h he STEAM me hod
Model Va iable Mean
S anda d
de ia ion
Minimum
Sco e
Maximum
Sco e Range
A-1 (P ojec based
lea ning model wi h
STEAM me hodology)
C ea i e hinking skills 73.20 73.20 47.50 92.50 45.00
Lea ning achie emen 63.59 17.09 33.30 100.00 66.70
A-2 (P ojec based
lea ning model wi hou
STEAM me hodology)
C ea i e hinking skills 58.00 11.53 40.00 80.00 4.00
Lea ning achie emen 48.93 17.79 20.00 80.00 60.00
Table 4. C ea i e hinking and s uden lea ning achie emen desc ip i e analysis summa y
The da a in Table 4 shows a di e ence in he a e age c ea i e hinking skills o s uden s in he expe imen al
g oup, wi h an a e age di e ence in c ea i e hinking skills o 15.20. These esul s e eal ha he c ea i e
hinking skills o he expe imen al g oup a e highe han hose o he con ol g oup. Meanwhile, he a e age
di e ence also occu ed in s uden lea ning achie emen in he con ol and expe imen al g oups, wi h a
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di e ence o 14.66. These esul s show ha he lea ning achie emen o he expe imen al g oup is supe io
o ha o he con ol g oup. Thus, he lea ning p ocess ha uses a p ojec -based lea ning amewo k wi h
STEAM me hodology e ec i ely c ea es dispa i ies in c ea i e hinking skills and lea ning achie emen .
Resea ch indings show ha he p ojec -based lea ning amewo k wi h STEAM me hodology has a mo e
signi ican impac on c ea i e hinking skills han s uden lea ning achie emen .
Sel -e icacy G oup Va iable Mean S anda d de ia ion
B-1 (S uden s wi h
High Sel E icacy)
A-1 C ea i e hinking skills 79.40 7.36
Lea ning achie emen 72.80 17.30
A-2 C ea i e hinking skills 65.40 9.88
Lea ning achie emen 57.60 15.26
B-2 (S uden s wi h
Low Sel -E icacy)
A-1 C ea i e hinking skills 67.00 9.81
Lea ning achie emen 54.39 10.99
A-2 C ea i e hinking skills 58.80 12.05
Lea ning achie emen 40.26 16.02
Table 5. An o e iew o he indings om a desc ip i e s udy on he ela ionship be ween
sel -e icacy and c ea i e hinking abili ies and s uden achie emen
Table 5 displays a dispa i y in he mean c ea i e hinking abili ies among high and low sel -e icacy s uden
g oups. The mean di e ence in c ea i e hinking abili ies be ween high sel -e icacy s uden s in he
expe imen al and con ol g oups is 14.0, indica ing ha high sel -e icacy s uden s in he expe imen al
g oup exhibi highe c ea i e hinking skills han hose in he con ol g oup. The e a e also di e ences in
how well kids wi h high sel -e icacy do in school be ween he expe imen al and con ol g oups. The
dispa i y in mean academic pe o mance is 15.2. Based on his in o ma ion, i can be concluded ha
s uden s in he expe imen al g oup wi h high sel -e icacy exhibi supe io lea ning ou comes compa ed o
hei coun e pa s in he con ol g oup.
On he o he hand, he e is a di e ence in he a e age c ea i e hinking skills o s uden s wi h low
sel -e icacy be ween he expe imen al and con ol classes, and he a e age di e ence is 8.2. Fu he mo e,
he e is a di e ence in he lea ning achie emen o s uden s wi h low sel -e icacy in he expe imen al and
con ol classes, wi h an a e age di e ence o 14.13. Thus, apa om he lea ning model, he s uden ’s
in e nal ac o , sel -e icacy, success ully in luences c ea i e hinking skills and s uden lea ning
achie emen . Based on his esea ch’s indings, he sel -e icacy le el in s uden s who use he p ojec -based
lea ning amewo k wi h STEAM me hodology has a mo e signi ican impac on lea ning achie emen
han c ea i e hinking skills.
The da a shown in Table 6 explains ha he esul s o he da a no mali y es using he Kolmogo o -Smi no
o mula wi h a p- alue > 0.05, which means ha he da a used in his s udy a e no mally dis ibu ed. Tes ing
homogenei y o a ian s using Le ene’s Tes Based on Mean o c ea i e hinking skills ge s a p- alue = 0.385
> 0.05, while Le ene’s Tes Based on lea ning achie emen ge s a p- alueQ=Q0.292 > 0.05. These esul s show
ha he esea ch da a comes om homogeneous da a sou ces. The mul i a ia e homogenei y es using he
Box’s M o mula ob ained an F alue (0.460) and p- alue = 0.711 > 0.05.
Va iable Lea ning model
Kolmogo o -Smi no a
S a is ic d Sig.
C ea i e hinking
skills
Model o P ojec based Lea ning ha U ilizes STEAM 0.84 50 0.20
Models P ojec Based Lea ning ha Does no U ilize STEAM 0.43 50 0.13
Lea ning
achie emen
Model o P ojec based Lea ning ha U ilizes STEAM 0.43 50 0.12
Models P ojec Based Lea ning ha Does no U ilize STEAM 0.41 50 0.15
Table 6. Summa y esul s o da a no mali y es s
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The p econdi ion es s showed a VIF sco e o 2.56 and a ole ance alue o 0.99, indica ing no
mul icollinea i y among he dependen a iables. All p e equisi e hypo hesis es s ha e been ca ied ou ,
and he esul s can be con inued o he hypo hesis es ing s age using MANCOVA analysis. Table 7 and
Table 8 summa ize he indings ob ained om e alua ing he hypo hesis o alidi y.
The esul s o Wilks’ Lambda, Pillai’s T ace, Roy’s La ges Roo , and Ho elling’s T ace a e displayed in
Table 7. The coe icien o hese alues is F(33.126), and he p- alue is 0.000, which is less han he
signi icance le el o 0.05. Among he g oups o s uden s who s udy using an in eg a ed p ojec -based
lea ning model wi h and wi hou a STEAM me hodology, hese indings demons a e simul aneous
a ia ions in c ea i e hinking skills and lea ning achie emen . These dispa i ies a e obse ed be ween he
wo g oups.
E ec F coe icien Sig.
In e cep
33.126b 0.000
33.126b 0.000
33.126b 0.000
33.126b 0.000
Lea ning T ea men
34.597b 0.000
34.597b 0.000
34.597b 0.000
34.597b 0.000
Sel -e icacy
34.861b 0.000
34.861b 0.000
34.861b 0.000
34.861b 0.000
Table 7. Summa y esul s o simul aneous hypo hesis es s using MANCOVA da a analysis echniques
Sou ce Dependen Va iable
Type III Sum
o Squa es d
Mean
Squa e F Sig.
Lea ning
T ea men
C ea i e hinking skills 669.124 1 669.124 53.065 0.000
Lea ning achie emen 5266.231 1 5266.231 23.125 0.000
Sel -e icacy C ea i e hinking skills 590.499 1 590.499 46.830 0.000
Lea ning achie emen 6928.923 1 6928.923 30.426 0.000
P e- es c ea i e
hinking skills
C ea i e hinking skills 0.121 1 0.121 0.010 0.922
Lea ning achie emen 163.127 1 163.127 0.716 0.400
P e- es lea ning
achie emen
C ea i e hinking skills 0.500 1 0.500 0.040 0.843
Lea ning achie emen 1.308 1 1.308 0.006 0.940
E o C ea i e hinking skills 1172.689 93 12.610
Lea ning achie emen 21179.221 93 227.734
To al C ea i e hinking skills 71840.000 100
Lea ning achie emen 351820.520 100
Co ec ed To al C ea i e hinking skills 2881.240 99
Lea ning achie emen 35211.738 99
Table 8. Summa y esul s o pa ial hypo hesis es ing using Tes s o Be ween-Subjec s E ec s
Table 8 shows subs an ial a ia ions in c ea i e hinking capabili ies and pa ial lea ning achie emen based
on he da a analysis esul s. The F sco e was ob ained in he lea ning ea men line (53.065), and p- alue
= 0.000 < 0.05. The esul s demons a e ha he p ojec -based lea ning amewo k inco po a ing he
STEAM me hodology in luences s uden s’ c ea i e hinking skills. Addi ionally, in he lea ning ea men
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5. Conclusion
The p ojec -based lea ning amewo k wi h STEAM me hodology helps imp o e c ea i e hinking skills
and s uden lea ning achie emen . On he o he hand, di e ences in he sel -e icacy le el in s uden s also
inc ease c ea i e hinking skills and lea ning achie emen . The di e ence in a e age sco es be ween
s uden s s udying in he expe imen al and con ol g oups and he a e age di e ence be ween s uden s
wi h high and low sel -e icacy con i m hese indings. Fu he mo e, esea ch indings con i m ha he
p ojec -based lea ning amewo k wi h STEAM me hodology p o ides inc edible bene i s o c ea i e
hinking skills. These indings can be obse ed om de eloping indica o s o c ea i e hinking skills,
namely luency, elabo a ion, lexibili y, and o iginali y. Meanwhile, he di e ence be ween high and low
le els o s uden sel -e icacy has a mo e dominan impac on lea ning achie emen . The e ec i eness o
he p ojec -based lea ning amewo k wi h STEAM me hodology and he conside a ion o s uden
sel -e icacy can be help ul solu ions in he u u e lea ning p ocess, especially in imp o ing c ea i e
hinking skills and lea ning achie emen .
The indings o his s udy can be gene alized o a ious educa ional se ings o disciplines. Fo ins ance, a
simila app oach could be adap ed o eaching science, a s, o e en humani ies, as long as i is ailo ed o
he needs and cha ac e is ics o he s uden s. Fu he mo e, his amewo k can be modi ied o add ess
po en ial limi a ions, such as di e ences in s uden s’ ini ial skill le els, esou ce a ailabili y, o he
challenges posed by di e se lea ning en i onmen s.
Al hough he esul s o his s udy p o ide a posi i e con ibu ion o c ea i e hinking skills and s uden
lea ning achie emen as e iewed om sel -e icacy, his s udy has se e al limi a ions in i s
implemen a ion, namely ela ed o he gene aliza ion o he esul s and he con ex o he applica ion o
he p ojec -based lea ning amewo k using he STEAM me hodology, as well as he in luence o
sel -e icacy on c ea i e hinking skills and s uden s’ academic achie emen . Fi s , his s udy is limi ed o a
speci ic popula ion and lea ning condi ions, so i s indings may no be ully applicable o o he con ex s,
such as di e en le els o educa ion o lea ning en i onmen s ha do no op imally suppo he STEAM
me hod. Second, his s udy has no explo ed he in luence o o he ac o s ha can a ec c ea i e
hinking skills and s uden s’ academic pe o mance, such as he ole o eache s, lea ning esou ces, o
suppo om he school and amily en i onmen . Fu u e esea ch can ocus on a mo e in-dep h
in es iga ion o he long- e m e ec s o sel -e icacy and how i can be de eloped o help s uden s
achie e hei ull po en ial in lea ning. In addi ion, al hough his s udy highligh s he impo an ole o
s uden sel -e icacy, u he esea ch is needed o examine he in e ac ion be ween sel -e icacy and o he
psychological ac o s, such as mo i a ion and academic anxie y, which may also play a ole in in luencing
s uden s’ academic pe o mance.
Decla a ion o Con lic ing In e es s
The au ho s decla ed no po en ial con lic s o in e es wi h espec o he esea ch, au ho ship, and/o
publica ion o his a icle.
Funding
The au ho s ecei ed no inancial suppo o he esea ch, au ho ship, and/o publica ion o his a icle.
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