Integrating Computational Thinking Diagnostic Mechanism and Reflective Learning: An Innovative Approach to Enhance Learning Outcomes in Introductory Programming

ABSTRACT Background Conventional reflective learning methodologies in programming education often lack structured guidance and individualised feedback, limiting their pedagogical effectiveness. Whilst computational thinking (CT) offers a systematic problem‐solving framework with decomposition, pattern recognition, abstraction, and algorithm design, its potential application as a diagnostic instrument for reflection remains insufficiently explored within programming education. Objectives This study aims to develop and evaluate a CT‐based diagnostic reflective report system as a technological intervention to facilitate structured reflective learning in programming education. Furthermore, it investigates the impact of this system on knowledge construction, higher‐order thinking skills (HOTS), and project performance within an introductory Python programming course. Methods The study employed a quasi‐experimental design spanning two academic semesters, involving 82 undergraduate students randomly assigned to experimental ( n = 42) and control ( n = 40) groups. The experimental group utilised weekly CT‐based diagnostic reflective reports, whilst the control group engaged in traditional reflective practises. The curriculum integrated Python programming with Raspberry Pi embedded systems. Assessment measures included pre‐ and post‐tests for knowledge construction, a validated questionnaire for HOTS evaluation, and the Creative Product Analysis Matrix (CPAM) for project performance assessment. Results and Conclusions Implementation of the CT‐based diagnostic reflective report system demonstrated statistically significant improvements in knowledge construction, critical thinking, and problem‐solving skills compared to traditional approaches. Project performance metrics, including valuable, logical, useful, understandable, and well‐crafted, showed marked enhancement. However, no significant impact was observed regarding creativity. These findings substantiate the efficacy of integrating CT diagnostic mechanisms with reflective learning practises.