Exploring the Integration of Phenomenon-Based Learning Approach in Programming and Critical Thinking Intent

Students who are not information technology (non-IT) majors (N = 63) mostly appear to be frightened and bored when it comes to programming. In this study, the phenomenon-based learning (PhBL) approach would be applied to programming to focus the pedagogical process on students so that they could be inspired through thinking about daily issues. Then, cross-disciplinary integration would take place to apply the acquired programming techniques to visual inventions to generate the creative word cloud. It was indicated in this study that the whole process contributed to significantly enhanced systematic analytical capabilities, open-mindedness, intellectual curiosity, overall and reflective thinking, critical thinking intent and growth needs, with all applicable coefficients greater than 0.7, demonstrating significant high levels of correlation. Both critical thinking intent and interest in the course among students with high growth needs were greater than students with low growth needs and were highly significant with p < .001. The correlation with interest in the course and growth needs was nearly highly relevant (.69**), proving that the growth needs among students could be reinforced if they have abundant pleasant learning experience.