Effects of Computational Thinking and Collaborative Project-Based Learning on Student Attitudes Toward Learning: A Design and Implementation Study

This study examines the impact of integrating computational thinking (CT) into collaborative project-based learning (CPBL) approaches on undergraduate student attitudes toward learning in economics and business disciplines. Forty-seven students from a private university in Indonesia participated in a quasi-experimental design, with 23 students in the control group and 24 in the experimental group. Pretest and posttest scores for the Real-World Connection, Conceptual Connections, Applied Conceptual Understanding, and General Problem-Solving subscales were assessed using a modified Colorado Learning Attitude Science Survey (CLASS). Results indicated significant improvements in posttest scores for all subscales in the experimental group compared to the control group. Specifically, students in the experimental group demonstrated stronger perceptions of the relevance of course materials to real-world contexts, enhanced conceptual understanding, an improved ability to apply conceptual knowledge, and increased problem-solving skills. These findings suggest that integrating CT into CPBL approaches enriches students’ learning experiences and prepares them for the dynamic challenges of the modern workforce. Educators are encouraged to consider the implications of these results and explore innovative pedagogical approaches that promote deeper learning and critical thinking skills among students.