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The results of study indicated that 1) n-gain of students’ learning outcomes and verbal communication skill for the control group was 0.12 and 0.07, in which it was categorized as low, while for the experimental group was 0.29 and 0.48 in the moderate category.
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Validity scores, Cronbach’s coefficient alpha, n-gain, independent sample t-test and paired t-test were used as the data analysis techniques. Data collection techniques used test instrument that was in the form of essay items and non-test which was in the form of observation sheets of communication skill. The MODis-ARCS strategy was implemented on the experimental group, while small group discussion was used in the control group. There were 65 students of information technology education (control) and physics education (experimental) who used as the samples of study. Purposive sampling was used to collect the data. This study was a quasi-experimental using non- equivalent control group design. This study aimed at discovering the implementation of MODis-ARCS strategy to students’ verbal communication skill and learning outcomes. These findings indicate that the pandemic has impacted the collaborative skills of students on the course. The experiment was conducted amid the COVID 19 pandemic wherein the students could only study at home for the whole semester. Furthermore, after the experimental study of students who took the computational physics course (n = 31), the study showed that the modified course could significantly improve student skills regarding overall CT (p value 0.05). So that this media is declared feasible to be used in the CPC. In the results, the evaluation test from the experts reached a very good interpretation score based on the learning media expert (96%), the teaching material expert (95%), and the pedagogy experts (92%). This study applied the research and development (R & D) method with the ADDIE model approach. The study aims to develop the worksheet and integrate it with CT in a computational physics course. Many studies show that the worksheets could be a solution in a CPC as a scaffold to achieve the CT objectives both online and offline. The computational physics course (CPC) is one subject that is designed to support students in the practice of CT. Based on the results, the use of 3D Page-Flipped Worksheet is successful in constructing the students' understanding and communication skills, both oral and written.Ĭomputational thinking (CT) is an essential skill in the twenty-first century. The results showed that 72.5% of students had excellent verbal communication skills, and 65.6% had good written communication skills. The subjects were students senior high school grade X in Yogyakarta. This research belongs to a developmental study with 4D development model covering Define, Design, Develop, and Disseminate. This study employed 3D Page-Flipped Worksheet on impulse and momentum to improve students' scientific communication skills. The use of digital technology in learning can be an excellent opportunity to improve the 21st-century skills, particularly in the development of scientific communication skills in learning physics. Utilization of digital technology as media and learning resources reflects a transition of X generation to Y generation learners. Students' developmental skills, including critical thinking skills, problem-solving skills, creativity, metacognitive skills, communication skills-collaboration, digital literacy-technology are integrated into current issues discussed at the 21st-century skills.