SAR Journal. Volume 5, Issue 1, Pages 40-45, ISSN 2619-9955, DOI: 10.18421/SAR51-05 March 2022. 40 SAR Journal – Volume 5 / Number 1 / 2022. Problem-based Collaborative Learning Strategy in Computer Programming Irwan Irwan 1 , Wilda Susanti 2 , Yenny Desnelita 1 , Gustientiedina Gustientiedina 2 , Fery Wongso 3 , Ahmad Fudholi 4,5 1 Prodi information Systems, Institut Bisnis dan Teknologi Pelita, Indonesia 2 Prodi Technical Information, Institut Bisnis dan Teknologi Pelita, Indonesia 3 Prodi information Systems STMIK Dharmapala, Indonesia 4 Universiti Kebangsaan Malaysia 43600 UKM Bangi, Selangor, Malaysia 5 National Research and Innovation Agency Republic of Indonesia (BRIN), Bandung, Indonesia Abstract – Computer programming is the basic skill that has to be possessed by students who attend Algorithm and Programming courses. This skill requires a problem solving strategy and involves a large number of programming logic activities. The purpose of this study is to offer a collaborative learning environment in order to provide a learning experience by interacting socially. However, social interaction does not just happen; the appropriate guiding strategies are needed to support collaborative learning. The proposed strategy is a problem-based practice strategy. This research was conducted on the second semester students of the Informatics Engineering Study Program, Faculty of Computer Science, Pelita Indonesia. Two classes were used for testing, namely the control class with 16 students and the experimental class with 15 students. The control class is taught by conventional collaborative learning and the experimental class is taught by collaborative learning using problem-based practice strategies. The results show that the proposed strategy can be useful for students in improving computer programming skills in a collaborative learning environment with a problem-based approach. DOI: 10.18421/SAR51-05 https://doi.org/10.18421/SAR51-05 Corresponding author: Wilda Susanti, Prodi Technical Information, Institut Bisnis dan Teknologi Pelita, Indonesia. Email: wilda@lecturer.pelitaindonesia.ac.id Received: 02 February 2022. Revised: 09 March 2022. Accepted: 15 March 2022. Published: 28 March 2022. 2022 Irwan Irwan et al; published by UIKTEN. This work is licensed under the CC BY‐NC 4.0. The article is published with Open Access at www.sarjournal.com Keywords – Practice strategy, collaborative learning, learning experience. 1. Introduction Basic programming is a must-have skill for students who want to learn the program. Learning computer programming requires students' motivation and involvement in the learning process by building more effective mechanisms and tools for programming skills [1]. Studying computer programming in a team is closely related to creative thinking, summarizing systematically, and communicating and collaborating with peers [2]. Learning programming requires students to improve creativity, team work, innovation and knowledge of data structures and algorithms [3]. Computer programming skills require several types of thinking skills such as logical thinking and problem solving [4]. Developing a computer program requires the ability to translate and model a person's way of thinking, problems and solutions in natural language into the chosen programming language [5]. Computer programming requires problem-solving strategies and involves many logical programming activities that pose challenges for students [6]. Programming is the process of writing, testing and debugging, and maintaining the code that builds a computer program. To do programming, skills in algorithms, logic and programming languages are needed [7]. In fact, for students who do not have knowledge of computers, learning program is something that is difficult [8]. It is a challenge how to provide learning strategies to improve the cognitive abilities of students in learning computer programming [9]. From the literature review, researchers have done a lot of research to improve beginners' understanding of computer programming [10], [11]. The high cognitive load that students have, so they have to have more skills and continue to practice over and