Computational Thinking Ability Research Articles

Computational thinking ability in mathematics learning of exponents in grade IX

In the PISA 2021 framework, Computational Thinking (CT) is described as a detailed mathematical solution to the problem to be solved. However, CT-based learning still needs to be widely applied in Indonesia. This study aims to describe the CT ability of students in grade IX of junior high school based on CT indicators on the material of signed numbers. The data collection techniques in this study were test questions and interviews. Students who obtained high categories with scores above 45.76 were six students with a percentage of 21%, students who received medium categories with scores between 11.94 and 45.76 were 19 students with a rate of 66%, and students who obtained low categories with scores below 11.94 were four people with a percentage of 13%. The results of the study state that as many as 39% of students can decompose the problems given, 17% of students can recognize patterns in the problem, 24% of students can sort out the information in the situation or abstract, and 26% of students can solve problems well according to algorithm indicators.

Digital K–12 STEM Education through Human–Robot Interaction: Investigation on Prerequisites

This article aims to explore, investigate, and determine the prerequisites that learners (students) should possess for participating in and being adequately benefitted from digital (robotics-enabled) K–12 STEM education offered through intuitive human–robot interaction. We selected 23 middle school mathematics and science teachers who received training on how to design, develop, and implement robotics-enabled lessons. The teachers then implemented robotics-enabled lessons in actual classroom settings, and separately responded to a survey based on their training, classroom experiences and observations, and self-brainstorming. We derived a set of prerequisite knowledge, skills, and abilities, including their relative importance for the students by analyzing the survey responses. The results showed that the students should not only possess prerequisite knowledge in the subject matter, but also possess behavioral, social, scientific, cognitive, and intellectual skills and abilities to participate in and receive benefits from robotics-enabled human–robot interactive digital STEM education. Out of the many prerequisites, the computational thinking ability of students was identified as one of the most required prerequisites to participate in robotics-enabled digital STEM education. To validate the derived prerequisites, teachers separately assessed the fulfillment of prerequisites by 38 participating students, and the results showed user acceptance, effectiveness, and suitability of the derived prerequisites set. We also identified a set of limitations of the studies and proposed action plans to enable students to meet the prerequisites. The results presented herein can help determine required instructional efforts and scaffolds before implementing robotics-enabled digital STEM lessons, and thus foster incorporating technology-enhanced (robotics-enabled) digital STEM education into K–12 curricula.

STEM: Its Potential in Developing Students' Computational Thinking

Computational thinking skills are a person’s ability to solve problems with several passed processes. The process is recognizing patterns, decomposing patterns, compiling algorithms, making models, and doing abstractions. This ability is essential for students to master understanding aspects of computational problems. It also helps students evaluate the suitability of computational techniques to solve the problem. In addition, this computational thinking ability can also help students understand the limitations and strengths of computing techniques, apply or adapt computing tools/techniques to new uses, recognize opportunities to use computing in new ways, and apply computational strategies. The STEM approach, is learning that integrates science, technology, engineering, and mathematics to develop creativity in solving problems. The transformation of the educational process in the current era that requires a high level of technology makes STEM one of the keys to progress and innovation in developing human competence. Based on a study of more than 30 articles and research results related to the effect of STEM on student learning outcomes, we can conclude that learning using STEM has the potential to develop students’ computational thinking skills. This article discusses how, theoretically, we can acquire computational thinking skills through education with a STEM approach. Keywords: STEM, developing students’, computational thingking

Implementation of an Online Programming Software to Explore the Computational Thinking Ability of Biological Education Students

This study aimed to explore the Computational Thinking (CT) ability of biology education students in artificial intelligence courses through code.org programming, an online programming software. Students were required to solve problems systematically and design systems with coding for beginners. The research method used a qualitative approach because it was based on observational data from computational media produced in accordance with artificial intelligence learning for education and based on CT indicators. The subjects of this study were 73 students of the Biology Education Study Program in 2021. How students responded to using the code.org platform was captured through a questionnaire distributed via a Google form. The results showed that students could follow each stage of educational game projects through the code.org platform to practice computational thinking skills in accordance with the success of the stages of doing simple projects through good, systematic and problem-solving coding. Student responses to the code.org platform as an online program tool that can hone computational thinking can provide creativity and enthusiasm for student learning. As evidenced by the questionnaire results, 63.3% of students strongly agree that this increases creativity.
 Keywords: online programming, computational thinking, biological education, students

Discussion on the Reform of the Cultivation of Computational Thinking Ability for Information Engineering Major under the Background of Engineering Education Accreditation

Abstract Computational thinking is the basic ability that contemporary college students should have, and it is more demanding for engineering students. Combining with the orientation and characteristics of information engineering specialty in our university, and comparing with the graduation requirement index system in engineering education certification, this paper puts forward the idea of strengthening the cultivation of computational thinking ability, reconstructs the specialty curriculum system, strengthens the teaching of computational thinking series courses to optimize the teaching content, and implements the reform measures of “problem solving” series courses with “domain” as the teaching unit to innovate the practical teaching method. Years of teaching reform practice shows that the reform of computational thinking series courses has achieved good results and met the requirements of talent training objectives.

Students' Proficiency in Computational Thinking Through Constructivist Learning Theory

This study aims to assess students' mathematical computational thinking skills in the Mathematics Education program, focusing on the constructivist learning paradigm. The primary objective of this study is to investigate the impact of the constructivist learning approach on enhancing students' mathematical computational thinking skills. This study is a qualitative descriptive research that investigates students' learning process in the context of acquiring computational understanding and applying computational principles in mathematics education. The study was conducted in the Department of Mathematics Education, focusing on students enrolled in the Algebraic Structure course during the academic year 2023/2024. A total of 34 students were included as the subjects of this investigation. The study's findings offer a valuable understanding of the efficacy of the constructivist learning paradigm in enhancing the mathematical computational thinking abilities of Mathematics Education students. The findings indicated that the students' overall mathematical computational thinking proficiency was satisfactory. Additionally, prior mathematical knowledge was found to have a differentiating effect on students' mathematical computational thinking ability, particularly within the context of constructivism learning theory.

Estimating Computational Thinking Ability Using Tablets and Electronic Pens

This study proposes a method to estimate a computational thinking ability utilizing handwritten logs. The development of computational thinking skills to build a plan to organize solutions is crucial from an early age. The methods for cultivating these abilities in elementary education are still in the developmental stages. The proposed method analyzes hand-drawing logs obtained through tablets and electronic pens. Participants are assigned illustration tasks utilizing the layer functionality. The transition among layers objectively assesses whether individuals solve tasks in a perspective manner according to a plan. In an experiment involving 24 students and graduate students, an application with seven layers is employed to assign a 20-minute task of replicating a car illustration. From the results, it turns out we can estimate computational thinking abilities from hand-drawing logs. In addition to that, the results reveal the characteristic way of using and holding the pen that occurs when one has a planning perspective unique to computational thinking. This research promotes the ongoing exploration of methodologies for assessing computational thinking skills, particularly in the context of elementary education. It contributes to fostering computational thinking abilities in younger ages.

Kemampuan computational thinking siswa pada materi garis dan sudut ditinjau dari self-efficacy

Computational thinking is a person's ability to present problems and their solutions through certain algorithms so that the algorithms can be reused by other people and computers to solve the same problems. This study aims to comprehensively examine students' computational thinking skill reviewed from different self-efficacy levels. This research is descriptive qualitative research. The subjects in this study were 3 seventh grade students of Bumi Cendekia Junior High School in the 2022/2023 school year who were selected based on low, medium, and high self-efficacy levels. The instruments used were test, questionnaire, and interview. Data analysis was carried out using qualitative data analysis which included data reduction, data presentation, verification, and conclusion. The results showed that students with low self-efficacy level were only able to fulfill 2 indicators of computational thinking ability, students with moderate self-efficacy level fulfilled 3 indicators of computational thinking ability. Meanwhile, students with high self-efficacy level have excellent computational thinking ability by being able to fulfill 4 indicators of computational thinking ability.

A89: Experimental Study on Effects of ‘Micro-Exercise’ on Pupils' Attention and Performance

Purpose: Extended periods of desk-based study in schools often result in diminished attention and reduced learning efficiency among students. This study aims to investigate exercise methods and implementation approaches that can enhance the attention and academic performance of primary school students. Methods: This study randomly selected 90 students（44 in the experimental group and 46 in the control group）from two classes of Grade 3 in Shenxhen Yantian Foreign Language primary School Donghe Branch. The students from the experimental group received two rounds of 12-week 10 minutes of micro-exercise every day. The attention index (D2) and the academic performance (Chinese, Math, and English) of the experimental group and the control group before and after the experiment were compared and analyzed. Results: Before the experiment, there was no significant difference between the experimental group and the control group. After the experiment, there was a significant difference in the attention index between the experimental group and the control group (tTN=7.274, PTN < 0.01). There was a positive correlation between students' math performance and attention index of the experimental group before and after the experiment (rE1=-0.413, PE1= 0.005 < 0.01; rE2=-0.423, PE2=0.003 < 0.01). Conclusion: The current research indicates that incorporating ten minutes of micro-exercise between classes can activate students' attention systems, enhance attention processing speed, and elevate overall attention levels. Consistent implementation of micro-exercises during breaks has been found to enhance students' computational skills, logical thinking, and other cognitive abilities, leading to improvements in their academic performance, particularly in math. The sustained use of micro-exercises between classes emerges as an effective strategy for cultivating students' attention levels and boosting academic performance.

Computational thinking ability becomes a predictor of mathematical critical thinking ability

This research aims to determine the relationship between computational thinking ability and mathematical critical thinking ability of seventh-grade students at SMPN 49 Jakarta. Computational thinking ability is skills or processes in solving problems effectively, while mathematical critical thinking ability is a process of analyzing problems to make an accurate decision. This research used correlation research with research subjects consisting of 14 female students and 16 male students. The instrument in this study is a test in the form of a description, which is measured using indicators. This study used decomposition, pattern recognition, abstraction, and algorithm thinking as indicators of computational thinking ability. This study uses elementary clarification, essential support, inference, advanced clarification, strategy, and tactics as indicators of mathematical critical thinking. The outcome of this research showed a positive correlation between computational thinking ability and students’ mathematical critical thinking ability. The relationship analysis shows a simultaneous and significant relationship between computational thinking and essential mathematical thinking abilities. The correlation test results using Pearson Product Moment obtained a result of 0.897 with a coefficient of determination of 80.5%. The magnitude of the correlation indicates that the two abilities have a solid relationship. If computational thinking ability is high, then mathematical critical thinking ability is also high, and if computational thinking ability is low, then mathematical critical thinking ability is also low.

Patterns of Computational Thinking Skills for Elementary Prospectives Teacher in Science Learning: Gender Analysis Studies

The PISA data results show that computational thinking abilities are still lacking. Computational thinking ability is influenced by gender. This research aims to analyze patterns of computational thinking skills of prospective elementary school teachers based on gender at 8 universities in Indonesia. In this research, the components of computational thinking skills analyzed are abstraction, algorithmic, decomposition, and pattern recognition. This research is a mix method research with research subjects as many as 234 prospective elementary school teachers at 8 higher educational institutions. The instruments used were test and interviews. The data analysis technique used is a quantitative data analysis technique using SEM PLS and for qualitative data analysis using miles and Huberman. The research results show that computational thinking skills are still low on the decomposition and pattern recognition components. Based on the SEM PLS test results, it shows that computational thinking abilities are related to gender. In general, the computational thinking ability of female students is slightly higher in all sub-indicators than men and there are differences in the pattern of computational thinking ability between male and female elementary school teacher prospective. The ability of prospective female elementary school teachers to answer in more detail and more structured, while the answers of male prospective teachers are shorter and less comprehensive. Recommendations for developing computational thinking skills by developing problem-based learning, contextual project-based learning and STEAM based learning.

Ability to Solve Complex Social Problems of Prospective Teachers according to Gender and Computational Thinking

Entering the 21st century, computational thinking has become a basic skill that all students must have. This research aims to determine gender differences in learning outcomes to solve social problems, differences in students' levels of computational thinking by gender, and the influence of students' levels of computational thinking on learning outcomes in solving social problems. This research uses a descriptive verification method with a quantitative analysis approach. The number of research subjects was 256 students, who came from the Faculty of Teacher Training and Education, Sebelas Maret University. The quantitative data analysis used is based on the results of computational thinking ability tests using the Wilcoxon Test. Further analysis of this research uses K-Means for clustering, while analysis of the relationship between variables uses Spearman's rho. This research shows that there is an influence of gender on learning outcomes for solving social problems, there is no significant relationship between students' level of computational thinking and gender, and there is a significant influence of students' level of computational thinking on learning outcomes for solving social problems. The results of this research show that the two factors above play a large role in influencing student learning outcomes. This capability works in synergy with the computational level of thinking. With the right efforts, growing computational thinking skills can improve students' ability to solve various learning problems.

Research and Exploration on CDIO-based Experimental Teaching of C Language Programming

Under the background of new engineering science, in order to play the role of local universities in supporting the regional economic development and industrial transformation and upgrading, the experimental teaching of C language programming faces new challenges and opportunities, and further reforms should be promoted in order to meet the needs of cultivating composite engineering talents. Aiming at the current C language programming course experimental teaching cases with low level differentiation, insufficient fun and low comprehensiveness, we designed a series of experimental cases with certain level differentiation, increased the fun of the cases, and designed a comprehensive experimental teaching case of breaking through barriers. The design concept and realization scheme of the case are studied and explored in detail. This research practice is guided by the concept of CDIO, effectively combine theoretical knowledge and programming practice, so as to improve students' practical ability and cultivate their computational thinking and innovative thinking ability.

THE INLUENCE OF COUTING BOARD MEDIA IN ADDITION AND SUBTRACT MATERIAL ON THE COMPUTATION THINGKING ABILITY OF CLASS I STUDENTS AT SDN 177 PALEMBANG

Technology has become a part of human life. Almost all aspects of human life now use technology, especially the use of computers. With the increasingly massive era of computerisation like this, humans must be able to start understanding computer algorithms even from an early age. Computing can not only be introduced to computer subjects, computational thinking is a thought process based on computer science but can be applied in other disciplines. This study aims to determine the effect of smart board counting media on addition and subtraction material on computational thinking skills of grade 1 students at SD N 177 Palembang. The method used in this research is experimental research method. This study used the Pottest-Only Control Design research type. This design conducted two classes to measure the ability of computational thinking on addition and subtraction material of students of class 1A and 1.C SD N 177 Palembang. In this research, the data collection techniques used were documentation, observation and test. The results of the study stated that the results of the hypothesis test of the posttest data of the control class and the experimental class obtained the t value of 6.130 and the t table value of 1.675 with α = 0.05 and df = 51, then t count = 6.130> t table = 1.675. In accordance with the prerequisites of hypothesis testing, it can be concluded that H0 is rejected and Ha is accepted or there is an effect of counting board media on addition and subtraction material on the computational thinking skills of grade 1 students at SD N 177 Palembang

Augmented Reality for Cultivating Computational Thinking Skills in Mathematics Completed with Literature Review, Bibliometrics, and Experiments for Students

The research problem centered around the need to enhance students' computational thinking (CT) ability, which is crucial for their success in the present and future. This study aims to examine the efficacy of Augmented Reality (AR) in improving the CT abilities of seventh-grade junior high school students. The study utilized a quasi-experimental design with a control group and an experimental group to meet the research aims. The control group was provided with conventional mathematical instruction through established teaching methods, while the experimental group was exposed to mathematics learning enhanced by AR media. The study involved 160 students from four junior high schools located in one of the cities in Indonesia. A five-question CT ability test was employed as the research instrument. The mean difference test was used to analyze the data and compare the performance of the control and experimental groups. The research findings indicated that the effective application of AR media significantly enhanced the CT skills of seventh-grade adolescents in middle school. The results aid in creating new teaching approaches and emphasize the possibilities of AR technology in math education.

Correlation between High School Students’ Computational Thinking and Their Performance in STEM and Language Courses

According to numerous researchers, a clear and direct correlation exists between Computational Thinking (CT) and courses falling under the purview of Science, Technology, Engineering, and Mathematics (STEM), thereby advocating for the integration of CT into the curricula of STEM courses. Nonetheless, it is noteworthy that only a few studies have scrutinized this correlation in-depth. Most such studies connect the correlation tacitly and predominantly concentrate on the empirical assessment of CT within the curriculum of one STEM discipline. This research seeks to evaluate the Computational Thinking abilities of 80 high school students in Greece and discern the extent of correlation with their academic performance in STEM and Greek language courses. A longitudinal survey was executed to accomplish this objective, commencing with administering a test designed to gauge the fundamental components of Computational Thinking. It is worth noting that this test draws its inspiration from internationally recognized computer competitions and serves as a credible assessment tool. Subsequently, an assessment was carried out to ascertain the degree of correlation between students’ Computational Thinking aptitude and their written performance in the subjects encompassed by the STEM category and the Greek language courses. The outcomes of this investigation revealed the presence of a statistically significant correlation between students’ Computational Thinking proficiency and their performance in these academic subjects, further extending to the academic direction of study chosen by the students. Based on the findings of this research, implications and pedagogical recommendations are delineated while concurrently acknowledging the limitations encountered during this study.

The convergence of computational thinking, computational intelligence, and multi-agency

The design of real-world industrial systems is subject to a natural tendency towards modularization in order to manage complexity. In addition, this article considers that patterns of self-similarity in many problem domains have made many such solutions naturally representable as holarchies. Likewise, the increasing need for autonomous local decision making as well as the demand to produce solutions at scale has increased the relevance of the multi-agent paradigm to the creation of modern software systems. A variety of software development patterns are explored for their compatibility with holonic multi-agency. The current skill sets required by software development workers and concomitant training activities focus on instilling computational thinking abilities, a set of related cognitive competencies useful in the development of such systems. Intelligent systems play an increasingly important role in modern development and often benefit from computational intelligence techniques for the purpose of parameter tuning. This position paper explores the intersections between holonic multi-agency, modern information systems development, the computational intelligence which train them and the computational thinking skills those developers should be trained in.

Exploration of computational thinking ability in limit concept of algebraic function with interactive multimedia

The difficulty of students in solving computational thinking (CT) problems related to the limit material of algebraic functions is that students do not understand the existing problems, difficulties regarding how the problem-solving pattern, difficulties when asked how to solve the problem, and difficulties when deciding and concluding from the problem. To overcome these difficulties, interactive multimedia is used, which is very important in modern education, it allows students to learn in a more interesting and interactive way, which can strengthen students' computational thinking skills. The purpose of this study was to determine the Exploration of Computational Thinking ability in the concept of Limit algebraic function with interactive multimedia and to determine the student's response to the use of interactive multimedia on the computational thinking ability of students in the material limit algebraic function in the department of tadris mathematics IAIN Lhokseumawe. The method used in this research is pre-experimental method, with the research design used is One Group Pretest-Posttest (Initial Test-Final Test on a single group. The research subjects were 1st semester students majoring in Tadris Metematics IAIN Lhokseumawe academic year 2023/2024. The research results obtained 1) From the calculation of the t test obtained the results of Tcount amounting to 2.583 and Ttable 1.684 (Ttest Ttable) or the probability value Sig 2 tailed α (0.000 0.05), then the hypothesis decision can be stated Ho rejected and Ha accepted. Thus, there is a significant difference in the exploration of computational thinking ability in the concept of limit function algebra with interactive multimedia. 2) the average percentage of very good categories obtained a value of 86%, good 13%, less 1%. The difference from the results of student responses with good to very good criteria is influenced by attitudes that show enthusiastic positive responses to interactive multimedia.

Learning Motivation and Computational Thinking Ability of Elementary School Students in Learning Science

This research is motivated by the low learning outcomes of students in elementary schools, especially in science learning content. This study aims to: (1) analyze learning motivation and students' computational thinking skills in science learning; (2) knowing the relationship between learning motivation and computational thinking ability. This research method is a mixed method, namely research methods that communicate or combine quantitative methods and qualitative methods to be used together in a research activity. This research was conducted in Cluster II Koto Salak, which consists of five elementary schools and one Islamic elementary school. The number of students in grade V at SDa is 25 students for class A, and 26 students for class B, SD B has 26 students, SD C has 15 students, SD D has 10 students, and MI A has 21 students. So that the total number of research subjects is 123 students, plus 5 school principals, and 6 class teachers. Data collection techniques used are questionnaires, observation, structured interviews, and documentation. The qualitative data analysis technique in this study is to use interactive data analysis, namely (1) data reduction; (2) Data presentation; (3) Drawing conclusions. Quantitative data analysis is the Pearson correlation test using SPSS. The results showed that the learning motivation and computational thinking abilities of students in cluster II Koto Salak were still low, on average, still below 30%. Pearson correlation test results Sig 0.00 <0.05 so that H1 is accepted, meaning that learning motivation and computational thinking ability have a correlation. The form of the correlation is positive with a value of 0.99 which is at the perfect relationship level.

Analysis of Students' Computational Thinking Ability in Solving Contextual Problems

This study aims to examine students' computational thinking skills in solving contextual problems in the matter of a system of two-variable linear equations. This type of research uses descriptive qualitative approach. The subjects used in this study were 25 class VIII students of State Middle School in the 2022/2023 academic year on SPLDV material (System of Two-Variable Linear Equations). Data collection techniques and instruments in this study were written tests and interviews. Data analysis was carried out by first classifying the data, then presenting the data and ending by concluding the results of computational thinking indicators. The results showed that the percentage of students' computational thinking aspects, namely the decomposition aspect, was 70.30% in the good category, pattern recognition 58.63% sufficient category, abstraction 58.30% sufficient category, and thinking algorithm 50.47% sufficient category. So that students' computational thinking skills are included in the sufficient category. Meanwhile, based on the categorization of high-level students they have done well. However, there were several steps that were missed and not written down in the answer sheets, such as the decomposition and pattern recognition aspects which were not carried out properly. For the medium category, all stages of computational thinking have been carried out very well starting from decomposition, pattern recognition, abstraction, and thinking algorithms. For the low category, this category has not been able to carry out the stages of computational thinking properly.