In the 21st century, problem-solving skills have emerged as a crucial competency for better decision making and increasing creativity. However, there is an unclear strategy to enrich students with problem-solving skills in teaching practices. To address this issue, computational thinking (CT) is suggested as one systematic technique to train students in acquiring problem-solving skills. Considering Generation Z's technological savvy, a mobile application will be developed to foster CT skills for solving problems in science subjects such as chemistry. Therefore, this study explores the design, development, and evaluation of a mobile application to implement CT algorithmic thinking skills, focusing on problem-solving scenarios. The researchers predict that this study can offer insights into the implementation of CT algorithmic thinking in designing future learning materials, thus improving problem-solving skills among students.
TopIntroduction
In the era of Industry 4.0 and 21st-century learning, it is important for students to master problem-solving skills in order to increase their creativity and ability in solving problems systematically both in learning and everyday challenges. Problem-solving is a complex cognitive process in gathering and selecting information to find solutions to solve problems (Nurtamam et al., 2023). In learning chemistry, problem-solving involves a thinking task as students need to construct a deep conceptual understanding, then apply the formulae and concepts to solve the problems (Issa I. Salame & Casino, 2021). However, students always perceived that learning chemistry involves the solving of difficult numerical problems and understanding the complicated principles of chemistry (Lok & Hamzah, 2021). Besides, the students thought that solving problem in chemistry was difficult due to poor problem-solving skills and strategies Yuriev et al. (2017). Educators believe that problem-solving skills will assist in enhancing students’ performance, and solve problems of subject matter but also to the real world problem successfully (Sangguro et al., 2020). As such, the ability of students to solve a problem requires a proactive and effective strategy. One of the strategies that can significantly enhance their problem-solving capabilities is CT skills (Cheng et al., 2023).
As technology becomes increasingly integrated into our lives, educators and policymakers recognize the importance of integrating CT into education. This is essential to prepare students for a future job market heavily influenced by automation. CT has become a critical competency in the 21st century, and it is explained as a problem-solving approach, and highlight it as a cognitive process (Saari & Hopkins, 2020). The acquisition of CT is vital for Computer Science and essentially all sciences including chemistry subject (Chongo et al., 2021). CT incorporates four thought processes that employ abstraction, decomposition, pattern recognition and algorithmic thinking (Hwa Julie et al., 2022). Algorithmic thinking is an important skill of CT and is regarded as one of the most essential competencies for effective problem-solving (Kanaki & Kalogiannakis, 2022). Algorithm is defined as the steps involved in solving a problem, designing a system application or any tasks that involve to organise steps in a certain order (Jeannette M. Wing, 2006). By mastering algorithmic thinking, students are able to automate the problem-solving process and create systematic steps to solve the problem. To instill the algorithmic thinking skill, educators need to have a platform for student to acquire the skill (Shanmugam et al., 2019). Mobile applications are known as one of the platforms that can play an important in this process by making learning more engaging, convenient, and accessible.
Given the widespread use of mobile technology, especially among Generation Z (Gen Z), many educational mobile applications have emerged. These apps cater to Gen Z's preference for interactive visual learning materials. Researchers are now examining how such apps impact learning outcomes and the development of 21st-century skills. According to Jurayev (2023) mobile applications have a significant impact on students' learning methods by providing better access to learning materials, improving academic achievement (Marlina Mohamad, 2021), promoting active learning (Phetsrikran et al., 2021), offering convenience and accessibility (Lok & Hamzah, 2021), and providing engaging and interactive content (Lau et al., 2022). Moreover, these apps can be personalized to meet individual learner needs, enhancing overall learning experiences (Al-Bashayreh et al., 2022). Thus, this study aims to create a mobile learning app focusing on CT algorithmic thinking to improve students' problem-solving skills.