The Effect of the RUDIE Model on Senior High School Students’ Digital Problem-Solving Skills
Keywords:
RUDIE model, digital problem-solving, project-based learning, Arduino, 21st-century learning
Abstract
This study aims to analyze the effect of the RUDIE model on high school students’ digital problem-solving skills. The RUDIE model consists of five stages, namely Reach, Unravel, Design Project, Implementation, and Evaluation, which are designed to develop higher-order thinking skills through project-based and technology-integrated learning. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The participants were 64 eleventh-grade students at SMA Muhammadiyah 1 Gresik, divided into an experimental group and a control group. The research instrument was a questionnaire measuring digital problem-solving skills across four dimensions: problem understanding, solution design, solution implementation, and evaluation and reflection. The results showed a significant effect of the RUDIE model on students’ digital problem-solving skills. This is indicated by the higher post-test mean score of the experimental group compared to the control group, as well as the results of the independent samples t-test with a significance value of 0.000 < 0.05. These findings indicate that the RUDIE model is more effective than conventional learning in improving students’ digital problem-solving skills. Therefore, the RUDIE model can be considered an effective and innovative learning approach to support the development of 21st-century skills, particularly in technology-based learning contexts such as Arduino.
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Stephanie, C. G., Rina, V., & Yves, P. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (Issue KJ-NA-28558-EN-N (online),KJ-NA-28558-EN-C (print),KJ-NA-28558-EN-E (ePub)). Publications Office of the European Union. https://doi.org/10.2760/38842 (online),10.2760/836968 (print),10.2760/00963 (ePub)
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Vygotsky, L. S. (1979). Consciousness as a Problem in The Psychology of Behaviour. Soviet Psychology, 17(3), 3–35.
Zakarya, M. A., & Suwadi, S. (2025). Optimalisasi Pendidikan Digital Nasional: Telaah Dan Rekomendasi Kebijakan Bagi Kemendikbud Dalam Bingkai Uu Sisdiknas Pasal 12 & 41. PEMA/Pema, 5(2), 476–492. https://doi.org/10.56832/pema.v5i2.1110
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.
Blanc, S., Peiro, A., Benlloch-Dualde, J.-V., Monteiro, A., & Grindei, L. (2025). Digital competence development in schools: a study on the association of problem-solving with autonomy and digital attitudes. International Journal of STEM Education, 12. https://doi.org/10.1186/s40594-025-00534-6
Cassidy, B., & Fennimore, L. (2000). Learning and Instructional Theories. In Nursing Education and Clinical Research for Evidence-Based Practice HUB.
Csapó, B., & Funke, J. (2017). The Nature of Problem Solving: Inspire 20th century. OECD.
Dehghanzadeh, S., & Jafaraghaee, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students’ critical thinking disposition: A quasi-experimental study. Nurse Education Today, 71, 151–156. https://doi.org/10.1016/j.nedt.2018.09.027
Greiff, S., Scheiter, K., Scherer, R., Borgonovi, F., Graesser, A., Kitajima, M., & & Rouet, J.-F. (2017). Adaptive Problem Solving: Moving Towards a New Assessment Domain in the Second Cycle of PIAAC. OECD Education Working Papers, 156.
Hargittai, E. (2002). Second-Level Digital Divide: Differences in People’s Online Skills. First Monday, 7(4). https://doi.org/10.5210/fm.v7i4.942
Ihwono, R., Cholily, Y., & Syaifuddin, M. (2025). PENGARUH MODEL RUDIE TERHADAP KEMNDIRIAN DIGITAL SISWA. JS (JURNAL SEKOLAH), 10, 330–342. https://doi.org/10.24114/js.v10i1.71748
Kretchmar, J. (2021). Constructivism. In Educational Theory. EBSCO.
Mu’ti, Y. (2023). Pemanfaatan platform digital dalam pembelajaran tingkat SMA. AL-MIKRAJ Jurnal Studi Islam Dan Humaniora, 3(2), 104–113. https://doi.org/10.37680/almikraj.v3i2.2696
Murtiyasa, B., & Budiningsih. (2022). The Effectiveness of Project Based Learning in Improving Students ’. Jurnal Pendidikan Progresif, 12(2), 728–740. https://doi.org/10.23960/jpp.v12.i2.
na, R. F. R., Astuti, L. S., & Wardhani, I. S. (2025). Interactive Multimedia Learning Media Assisted by Wordwall to Improve Critical Thinking Skills of Elementary School. Jurnal Penelitian Dan Pengembangan Pendidikan, 9(2), 275–284. https://doi.org/10.23887/jppp.v9i2.93458
Nourma, N. (2024). Perbandingan antara model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah dalam meningkatkan kemampuan kritis siswa. Journal of Teaching in Elementary Education. https://doi.org/10.30587/jtiee.v8i1.8199
Nur, J. (2025). The Impact of Digital Learning Tools on Students’ Critical Thinking Development. Asian Journal of Applied Education (AJAE), 4, 635–648. https://doi.org/10.55927/ajae.v4i4.15615
nurul jubaedah. (2025). peran guru dalam deep learning. 18 Maret 2025. https://www.melintas.id/literasi/345779742/rahasia-guru-hebat-peran-guru-dalam-deep-learning-menjadi-kunci-pembelajaran-yang-bikin-murid-penasaran-dan-aktif#goog_rewarded
Orhan, A. (2024). Online or in-class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom? Journal of Computer Assisted Learning. https://doi.org/https://doi.org/10.1111/jcal.13033
Piaget, J. (1983). Piaget’s theory. In Handbook of Child Psychology. 4th edition. Wiley.
Pratama, A. I., Yunus, M., & Agusniati, A. (2025). Perbandingan Model Project Based Learning dan Problem Based Learning dalam Meningkatkan Kemampuan Pemecahan Masalah IPAS Siswa UPT SPF SD Inpres Mandai Kota Makassar. Bosowa Journal of Education, 6(1), 106–117. https://doi.org/10.35965/bje.v6i1.6230
Pratama, S., Ashari, M., Zulkarnain, S. A. B., & Sabrina, E. (2025). Pentingnya Literasi Digital dalam Dunia Pendidikan: Transformasi Pembelajaran di Era Digital. Jurnal Kajian Ilmu Pendidikan (JKIP), 6(2), 554–561. https://doi.org/10.55583/jkip.v6i2.1388
Prodani, R., Çobani, S., Andersons, A., & Bushati, J. (2022). Digital technologies integration in the classroom. A teacher’s perspective. Cypriot Journal of Educational Sciences, 17, 2823–2837. https://doi.org/10.18844/cjes.v17i8.7781
Redhana, I. W. (2024). Pembelajaran Digital pada Abad ke-21.
Rohmana, A. N., Shodiqin, A., & Prasetyowati, D. (2025). Efektivitas Model Problem Based Learning dan Project Based Learning Berbantuan GeoGebra Terhadap Kemampuan Pemecahan Masalah dimiliki siswa dengan penerapan dalam kehidupan mereka sehari-hari . Salah satu model yang diindikasi mampu meningkatkan kemampuan. Al-Bahjah Journal of Mathematics Education, 3(1), 44–58.
Santos, D., & Miguel, L. (2019). Pre-Service Teachers’ Professional Development Through Four-Step Problem-Solving Model: A Seminar Method. International Journal of Education and Practice, 7(3), 146–157. https://doi.org/10.18488/journal.61.2019.73.146.157
Sari Dewi, O. (2025). Transformasi Pendidikan Indonesia Menuju Era Digital: Tinjauan OECD, UNESCO, dan World Bank terhadap Implementasi Merdeka Belajar.
Stephanie, C. G., Rina, V., & Yves, P. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (Issue KJ-NA-28558-EN-N (online),KJ-NA-28558-EN-C (print),KJ-NA-28558-EN-E (ePub)). Publications Office of the European Union. https://doi.org/10.2760/38842 (online),10.2760/836968 (print),10.2760/00963 (ePub)
UNESCO. (2024). Digital Learning and Transformation of Education. UNESCO. https://www.unesco.org
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. Publications Office of the European Union. https://doi.org/10.2760/115376
Vygotsky, L. S. (1979). Consciousness as a Problem in The Psychology of Behaviour. Soviet Psychology, 17(3), 3–35.
Zakarya, M. A., & Suwadi, S. (2025). Optimalisasi Pendidikan Digital Nasional: Telaah Dan Rekomendasi Kebijakan Bagi Kemendikbud Dalam Bingkai Uu Sisdiknas Pasal 12 & 41. PEMA/Pema, 5(2), 476–492. https://doi.org/10.56832/pema.v5i2.1110
Published
2026-07-05
How to Cite
Ihwono, R., Mohammad Syaifuddin, & Abdulkadir Rahardjanto. (2026). The Effect of the RUDIE Model on Senior High School Students’ Digital Problem-Solving Skills. International Journal of Education, Vocational and Social Science , 5(03), 3858-3876. https://doi.org/10.63922/ijevss.v5i03.4960
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
