Development of a Computational Thinking Module for Renewable Energy Education in Primary Science

This study examines the effectiveness of a Computational Thinking–Integrated Module (CT-Module) in improving computational thinking skills and renewable energy awareness among Year 4 primary school students in Sabah, Malaysia. The module was developed based on constructivist learning theory and the Computational Theory of Mind using the ADDIE instructional design framework. It combined both plugged and unplugged learning activities within the primary science topic of energy, with emphasis on four key computational thinking components: decomposition, pattern recognition, abstraction, and algorithmic thinking.
A quasi-experimental pre-test and post-test control group design was employed involving 78 students, equally divided into treatment and control groups. Data were gathered using validated instruments measuring computational thinking skills and renewable energy awareness, alongside semi-structured interviews to gain deeper insights into students’ learning experiences. Quantitative data were analysed using independent t-test, paired sample t-tests, mixed ANOVA, MANOVA, while interview responses were analysed thematically.
The findings indicate that students who participated in the CT-Module demonstrated significantly higher improvements in both computational thinking skills and renewable energy awareness compared to students who received conventional instruction. The treatment group consistently recorded higher post-test scores and maintained positive learning gains over time, suggesting strong retention effects. In addition, interview findings showed that the module encouraged greater student engagement, improved problem-solving abilities, and increased awareness of environmental sustainability issues.
Overall, the study suggests that integrating computational thinking into renewable energy education can provide a meaningful interdisciplinary approach for strengthening 21st-century skills and sustainability awareness among primary school students. The findings also offer practical implications for curriculum development, science teaching practices, and future sustainability-focused educational initiatives in Malaysia.

Computational Thinking, Renewable Energy Awareness, Education for Sustainable Development, Primary Science, Module Intervention

1. Acevedo-Borrega, J., Valverde-Berrocoso, J., & Del Carmen Garrido-Arroyo, M. (2022). Computational Thinking and Educational Technology: A Scoping Review of the literature. Education Sciences, 12(1), 39. https://doi.org/10.3390/educsci12010039 [Google Scholar] [Crossref]

2. Allen, J. W. P., & Bickhard, M. H. (2022). Emergent constructivism: Theoretical and methodological considerations. Human Development, 66(4-5), 276–294. https://doi.org/10.1159/000526220 [Google Scholar] [Crossref]

3. Campbell, J., & Martin, I. (2021). Sustainability in a risky world. https://doi.org/10.3386/w28899 [Google Scholar] [Crossref]

4. Colombo, M., & Piccinini, G. (2023). The Computational Theory of Mind. Cambridge: Cambridge University Press. [Google Scholar] [Crossref]

5. Devine-Wright, P. (2011). Place attachment and public acceptance of renewable energy: A tidal energy case study. Journal of Environmental Psychology, 31(4), 336–343.https://doi.org/10.1016/j.jenvp.2011.07.001 [Google Scholar] [Crossref]

6. Dziubaniuk, O., & Nyholm, M. (2020). Constructivist approach in teaching sustainability and business ethics: a case study. International Journal of Sustainability in Higher Education, 22(1), 177–197. https://doi.org/10.1108/ijshe-02-2020-0081 [Google Scholar] [Crossref]

7. Ni Ketut Erawati, & Putu Budi Adnyana. (2024). Implementation Of Jean Peaget’s Theory Of Contructivism In Learning: A Literature Review. Indonesian Journal of Educational Development (IJED), 5(3), 394–401. https://doi.org/10.59672/ijed.v5i3.4148 [Google Scholar] [Crossref]

8. Hermans, F., & Aivaloglou, E. (2017). To Scratch or not to Scratch?: A comparison between introductory programming courses for teachers. [Google Scholar] [Crossref]

9. Inci, M., Seçken, N., Yücel, A. S., & Ural, E. (2006). Developing a renewable energy awareness scale for preservice chemistry teachers. ResearchGate. https://www.researchgate.net/publication/26415983_Developing_A_Renewable_Energy_Awareness_Scale_For_Pre-service_Chemistry_Teachers [Google Scholar] [Crossref]

10. Jaya, S., Zaharudin, R., & Singh, P. S. S. A. (2025). Designing a computational thinking module for STEM teachers: a design and development approach. International Journal of Evaluation and Research in Education (IJERE), 14(3), 2197. https://doi.org/10.11591/ijere.v14i3.32540 [Google Scholar] [Crossref]

11. Ji, W., & Wong, G. K. W. (2025). Integrating problem-based learning and computational thinking: cultivating creative thinking in primary education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1625105 [Google Scholar] [Crossref]

12. Kumar, P., Sahani, J., Rawat, N., Debele, S., Tiwari, A., Emygdio, A. P. M., Abhijith, K., Kukadia, V., Holmes, K., & Pfautsch, S. (2023). Using empirical science education in schools to improve climate change literacy. Renewable and Sustainable Energy Reviews, 178, 113232. https://doi.org/10.1016/j.rser.2023.113232 [Google Scholar] [Crossref]

13. Lapawi, N., & Husnin, H. (2020). The Effect of Computational Thinking module on achievement in Scienceonal Thinking modules on achievement in science. Science Education International, 31(2), 164–171. https://doi.org/10.33828/sei.v31.i2.5 [Google Scholar] [Crossref]

14. Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013–2025. Putrajaya: Ministry of Education Malaysia. [Google Scholar] [Crossref]

15. Munasinghe, B., Bell, T., & Robins, A. (2023). Unplugged activities as a catalyst when teaching introductory programming. Journal of Pedagogical Research. https://doi.org/10.33902/jpr.202318546 [Google Scholar] [Crossref]

16. Murray, S., Mitchell, J., Gale, T., Edwards, J., & Zyngier, D. (2023). Project-based learning [Google Scholar] [Crossref]

17. and its impact on STEM education outcomes. International Journal of Research Culture and Society, 7(3), 81–82. [Google Scholar] [Crossref]

18. Murti, S. B., & Husin, U. S. M. (2022, June 30). The effectiveness of integrated STEM in enhancing energy literacy among primary school students in Malaysia. https://jurnal.usas.edu.my/alqimah/index.php/journal/article/view/21 [Google Scholar] [Crossref]

19. McCulloch, W. S. and W. H. Pitts: 1943, ‘A Logical Calculus of the Ideas Immanent in Nervous Activity’, Bulletin of Mathematical Biophysics 7, 115–133. Reprinted in McCulloch 1964, pp. 16–39. [Google Scholar] [Crossref]

20. Niknizam. (2025, October 21). UTM Team Wins Silver Medal at NALI 2025 for AI-Driven Smart Hydroponics Project | Faculty of Science research and innovations. https://science.utm.my/utmfsresearch/2025/10/21/utm-team-wins-silver-medal-at-nali-2025-for-ai-driven-smart-hydroponics-project/ [Google Scholar] [Crossref]

21. Pascual-Leone, J., Johnson, J., & Agostino, A. (2010). Mental attention, multiplicative structures, and the causal problems of cognitive development. In Mental Attention, Multiplicative Structures, and the Causal Problems of Cognitive Development. (pp. 49–82). https://doi.org/10.1007/978-90-481-3666-7_3 [Google Scholar] [Crossref]

22. Rands, M., & Gansemer-Topf, A.M. (2017). The Room Itself Is Active: How Classroom Design Impacts Student Engagement. [Google Scholar] [Crossref]

23. Rohmawatiningsih, W., Rachman, I., & Kodama, Y. (2018). Improving Critical Thinking Skills And Environment Caring Attitude Through Integrated Environment-Based Learning Model. Journal of Sustainable Development Education and Research, 2(1), 69. https://doi.org/10.17509/jsder.v2i1.12360 [Google Scholar] [Crossref]

24. Sullivan, S. (2014) The Natural Capital Myth; Or Will Accounting Save the World Preliminary Thoughts on Nature, Finance and Values. The Leverhulme Centre for the Study of Value School of Environment, Education and Development, The University of Manchester, Oxford. - References - Scientific Research Publishing. (n.d.). https://www.scirp.org/reference/referencespapers?referenceid=2672696 [Google Scholar] [Crossref]

25. Sun, L., Hu, L., & Zhou, D. (2022). Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience. Computer. Educ., 181, 104457. [Google Scholar] [Crossref]

26. Wadsworth, B. J. (2003). Piaget’s Theory of Cognitive and Affective Development: Foundations of Constructivism. http://doi.apa.org/psycinfo/1996-97227-000 [Google Scholar] [Crossref]

27. Zakaria, S. U., Basri, S., Kamarudin, S. K., & Majid, N. a. A. (2019). Public Awareness analysis on renewable energy in Malaysia. IOP Conference Series Earth and Environmental Science, 268(1), 012105. https://doi.org/10.1088/1755-1315/268/1/012105 [Google Scholar] [Crossref]

28. Zakaria, S. U., Malaysia, I. S. F. U. K., Basri, S., Ahmad, M. M., Kamarudin, S. K., Malaysia, I. S. F. U. K., & Malaysia, I. S. F. U. K. (2024). Direct Effect of Interactive Mobile Learning Approach towards Renewable Energy on Children in Malaysia. Jurnal Kejuruteraan, 36(4), 1779–1793. https://doi.org/10.17576/jkukm-2024-36(4)-40 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study