IJIET 2025 Vol.15(4): 672-685
doi: 10.18178/ijiet.2025.15.4.2275
doi: 10.18178/ijiet.2025.15.4.2275
Empowering Minds in Discord-Integrated Case-Driven Flipped Classroom Model for Advancing Computational Thinking and Problem-Solving Skills
Rizki Hardian Sakti1, Nizwardi Jalinus1, Sukardi Sukardi1, Kyaw Zay Ya2,
Chau Trung Tin3, and
Rizky Ema Wulansari4,*
1. Doctoral Program of Technical Vocational Education, Faculty of Engineering, Universitas Negeri Padang, Padang City, Indonesia
2. International Management and Business Administration, National Cheng Kung University, Tainan City, Taiwan
3. Robotic Program, School of Engineering and Digital Sciences, Nazarbayev University, Astana City, Kazakhstan
4. Mechanical Engineering Department, Faculty of Engineering, Universitas Negeri Padang, Padang City, Indonesia
Email: rizki.hardian29@gmail.com (R.H.S.); nizwardi@ft.unp.ac.id (N.J.); sukardi@ft.unp.ac.id (S.S.); kzayya111@gmail.com (K.Z.Y.); tinct@vlute.edu.vn (C.T.T.); rizkyema@ft.unp.ac.id (R.E.W.)
*Corresponding author
2. International Management and Business Administration, National Cheng Kung University, Tainan City, Taiwan
3. Robotic Program, School of Engineering and Digital Sciences, Nazarbayev University, Astana City, Kazakhstan
4. Mechanical Engineering Department, Faculty of Engineering, Universitas Negeri Padang, Padang City, Indonesia
Email: rizki.hardian29@gmail.com (R.H.S.); nizwardi@ft.unp.ac.id (N.J.); sukardi@ft.unp.ac.id (S.S.); kzayya111@gmail.com (K.Z.Y.); tinct@vlute.edu.vn (C.T.T.); rizkyema@ft.unp.ac.id (R.E.W.)
*Corresponding author
Manuscript received March 27, 2024; revised May 22, 2024; accepted July 8, 2024; published April 15, 2025
Abstract—The primary objective of this study is to explore and implement an innovative learning model that integrates a Case-driven Flipped Classroom with the online communication platform Discord, aimed at enhancing students’ computational thinking and problem-solving skills in higher education. This research addresses the gap in utilizing online communication technology in case-based learning to improve student competencies. The research methodology employs a systematic and detailed approach, including needs analysis, curriculum analysis, and student characteristics, to develop and validate the model. The study participants consist of 126 students enrolled in the Algorithms and Programming course in the Informatics Engineering Education program. A sample of 65 students was selected using a proportional random sampling technique. Researchers collected data through learning outcome measurements, classroom observations, questionnaires, and student feedback. They measured learning outcomes using the same pre-test and post-test instrument administered in the 12th week. They assessed student engagement and understanding through classroom observations and student feedback, indicating a qualitative approach in this research. The main findings of this study demonstrate that the learning model significantly enhances students’ understanding of computational concepts and problem-solving abilities. Additionally, this research provides a strong foundation for further implementing similar models in educational settings, integrating online communication technology with relevant instructional approaches, thereby contributing to the literature on learning innovation in higher education.
Keywords—flipped classroom, case, computational thinking, Discord, problem-solving
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—flipped classroom, case, computational thinking, Discord, problem-solving
Cite: Rizki Hardian Sakti, Nizwardi Jalinus, Sukardi Sukardi, Kyaw Zay Ya, Chau Trung Tin, and Rizky Ema Wulansari , "Empowering Minds in Discord-Integrated Case-Driven Flipped Classroom Model for Advancing Computational Thinking and Problem-Solving Skills," International Journal of Information and Education Technology, vol. 15, no. 4, pp. 672-685, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).