Constructivist Digital Learning: Integrating APOS and RME for Computational Thinking Development in Higher Education

Trisnawati Trisnawati, Sugeng Sutiarso, Rangga Firdaus, Tina Yunarti

Abstract

Digital learning has become a core component of higher education worldwide. Yet, its implementation often relies on behavioristic approaches emphasizing stimulus–response patterns, repetitive drills, and outcome-focused assessments. Such models frequently position students as passive recipients of information, offering limited opportunities to develop higher-order thinking skills, particularly computational thinking (CT). This study introduces a constructivist digital learning model integrating APOS theory (Action, Process, Object, Schema) and Realistic Mathematics Education (RME) to actively engage students in knowledge construction. The model was developed through a research and development (R&D) approach, utilizing the Waterfall design framework, which comprises systematic stages of needs analysis, design, development, implementation, and evaluation. Empirical findings from a limited trial with university students demonstrated a significant improvement in CT skills (average gain score = 0.65, p < 0.05), increased student engagement (87.5% reported learning as more meaningful and interactive), and deeper conceptual understanding as students successfully connected mathematical concepts with real-life contexts. Qualitative data further revealed students’ cognitive progression through APOS stages supported by RME-based tasks and digital scaffolding. By addressing methodological rigor and incorporating critical analysis, this study presents a theoretically grounded and empirically validated digital learning design that transcends behavioristic paradigms. It provides practical guidance for developing student-centered, technology-enhanced learning environments that align with the demands of 21st-century education.

Keywords

APOS; computational thinking; constructivist learning; RME

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References

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DOI: https://doi.org/10.20961/ictte.2025.114517

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