Development of an Online Learning Model Using Conceptual Phenomena to Promote Critical Thinking for Early Secondary School Students

Abstract

The objective of this research was to develop an online learning model using a conceptual-phenomenon approach to enhance computational thinking among lower secondary school students. Relevant theories, concepts, and research studies were reviewed, and in-depth interviews were conducted with nine experts to synthesize the key components of the model. The model was then evaluated for its appropriateness by experts. A mixed-methods research design was employed. In Phase 1, documents, research studies, and qualitative data obtained from experts were analyzed to develop the learning model. In Phase 2, the research instruments were examined for content validity using the Index of Item-Objective Congruence (IOC), and the model was evaluated for appropriateness by five experts.

The results revealed that the model demonstrated a high level of appropriateness (overall mean ≈ 4.26/5), with content accuracy receiving the highest rating. This indicates a strong alignment between the model’s components, the conceptual framework, and the intended learning outcomes of the Computer Science subject. However, the validation was limited to expert review with a small sample (n = 5). Therefore, further field studies are required to examine the model’s effectiveness on actual student learning and to determine its feasibility for classroom implementation.