Fatimah, Edi Syahputra, Edy Surya
Creative thinking, learner independence, and meaningful technology integration remain persistent challenges in elementary teacher education. We introduce a novel instructional model called Differentiated Integrated Computational Thinking (DICT), which is operationalized through a five-phase syntactic structure that dynamically adapts digital learning modules to individual student profiles. The model first maps prospective elementary teachers onto visual, auditory, or kinesthetic learning profiles through an initial orientation and grouping procedure. During the content exploration phase, a repository of digital materials is filtered such that each student receives learning objects whose modality matches their profile while simultaneously scaffolding core computational thinking skills such as decomposition and pattern recognition. In the subsequent process implementation phase, students apply algorithmic thinking to contextual physics problems; here, the instructor functions as a dynamic facilitator whose interventions are triggered only when observed engagement metrics fall below a predetermined threshold, thereby preserving learner autonomy. Product development then allows each student to produce a personalized artifact—for instance, an interactive infographic for visual learners or a narrated video experiment for auditory learners—yet all artifacts are required to demonstrate explicit computational logic. The final evaluation phase aggregates these divergent outputs through a rubric that measures both creative synthesis and computational thinking mastery. The entire methodology is embedded within a Learning Management System that manages content distribution and tracks engagement in real time. The principal contribution of this work lies in its formal integration of differentiation with computational thinking instruction, moving beyond one-size-fits-all digital pedagogy. We anticipate that this model will significantly enhance creative thinking, foster independent learning behaviors, and deepen technology integration competence among prospective elementary teachers, thereby addressing a critical gap in current teacher preparation curricula.. © 2026 Authors.
Department of Elementary Education, Faculty of Education, Universitas Negeri Medan, Indonesia; Department of Mathematics Education, Faculty of Educations, Universitas Negeri Medan, Indonesia
