Interactive Mobile Learning: A Solution for Improving Computational Thinking and Learning Achievement in Digital Systems Courses

The digital era has significantly changed the teaching approach teachers use. Completion of material is no longer the goal; rather, it is student engagement and active exploration of the material. This interactive media was developed as a learning innovation to improve computational thinking skills and learning achievement in the digital system course. The research was a quasi-experimental study involving 112 students. Because sample selection could not be done randomly but was based on class, the research design used was a Nonequivalent Control Group Pretest-Posttest. Data analysis was done through multivariate covariate analysis, analysis of t-test, and n-gain. The results showed a significant effect both simultaneously and partially, where the experimental group obtained superior results compared to the control group. The T-test results indicated a statistically significant difference between classes that received interactive mobile learning and those that used traditional approaches. Furthermore, the N-Gain analysis indicated a gain in computational thinking skills in the class, given interactive mobile learning of 0.65 and learning accomplishment of 0.70, both of which are classified as medium to high. Meanwhile, the control group scored 0.46 on computational thinking skills and 0.54 on learning achievement. These findings show that Interactive Mobile Learning effectively improves computational thinking skills and student learning achievement in digital system learning. However, the limitations of the duration of interventions indicate the need for further research with a broader coverage of topics and more extended intervention periods to evaluate the long-term impact on knowledge and skills retention on learners' learning outcomes.