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The Effectiveness of Scratch in Collaborative Learning on Higher-Order Thinking Skills in Programming Subject Among Year-Six Students

This study aims to identify the effectiveness of the use of the Scratch software as a teaching aid in collaborative learning and its effectiveness on harnessing the ghigher-order thinking skills (HOTS) among year-six students undertaking a programming subject. The objectives of the study are to identify students’ acceptance of using Scratch as teaching aid and to identify their level of HOTS after using the software. A quasi-experimental study was designed to consist of an experimental group and a control group. Altogether, 60 year-six students from the district of SeberangPeraiwere involved in this research. Quantitative instruments were used to identify the students’ level of HOTS and their acceptance of using Scratch as teaching aid. The experimental group’s learning activities involved the use of computer and Scratch,whereas the control group were involved in an unplugged activity that did not require the use of computers in their learning activities. Results for questionnaire score showed that students’ acceptance of theuse of Scratch as a teaching aid was high (M=3.76, SD = 0.81), thus indicating that they agreed the use of Scratch is easy and able to facilitate their learning about programming. Results of the t test analysis on the students’ preand posttests scores showed significant improvements in their higher order thinking skills (t = 2.79, P < 0.05).In conclusion, the students’ favor the use of Scratch as a teaching aid for a programming subject, particularly in acollaborative learning environment, because the utilization managed to improve their scores in tests and higher-order thinking skills.