Computational Thinking Approach Research Articles

Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education

In the contemporary era, Computational Thinking has emerged as a crucial skill for individuals to possess in order to thrive in the 21st century. In this context, there is a need to develop a methodology for cultivating these skills within a science and mathematics content education framework, particularly among pre-service teachers. This study aimed to investigate the impact of Educational Robotics on the development of Computational Thinking skills, with a particular focus on the role of gender, through a scientific and mathematical content teaching approach. A pre-experimental design with a quantitative approach was employed, and it was implemented with a total of 116 pre-service teachers, 38 males and 78 females. The results demonstrated a notable enhancement between the pre-test (8.11) and post-test (9.63) scores, emphasising specific concepts such as simple functions, while, and compound conditional. With respect to gender, statistically significant differences were identified prior to the intervention, but not following its implementation. The high level of Computational Thinking exhibited by both genders was comparable (53.85% in females and 55.26% in males) following the intervention. This indicates that the intervention is a promising approach for enhancing Computational Thinking proficiency, independent of gender and initial proficiency levels. The implementation of Educational Robotics in the teaching of science and mathematics enables the enhancement of Computational Thinking abilities among pre-service teachers, while reducing the observed gender disparity in this area of skill development.

Improving mathematical proof based on computational thinking components for prospective teachers in abstract algebra courses

Understanding and constructing mathematical proofs is fundamental for students in abstract algebra courses. The computational thinking approach can aid the process of compiling mathematical proofs. This study examined the impact of integrating computational thinking components in constructing mathematical proofs. The researcher employed a sequential explanatory approach to ascertain the enhancement of algebraic proof capability based on computational thinking through the Wilcoxon test. A total of 32 prospective teachers in mathematics education programs were provided with worksheets for seven meetings, which were combined with computational thinking stages. Quantitative data were collected from initial and subsequent test instruments. Moreover, three prospective teachers were examined through case studies to investigate their mathematical proof capability using computational thinking components, including decomposition, abstraction, pattern recognition, and algorithmic thinking. The study's findings indicated that CT intervention enhanced students' logical reasoning, proof-writing abilities, and overall engagement with abstract algebra concepts. The findings illustrate that integrating computational thinking into learning strategies can provide a framework for developing higher-order thinking skills, especially in proving, which are essential for studies in mathematics education programs.

Analysis of the Implementation of the Computational Thinking Approach in Natural Science Learning in High Elementary School Classes

<p>Penelitian ini bertujuan untuk menganalisis implementasi pendekatan <em>Computational Thinking</em> oleh guru pada pembelajaran IPAS di kelas tinggi sekolah dasar dan mendeskripsikan dampak pendekatan <em>Computational Thinking</em> oleh guru pada hasil belajar IPAS di kelas tinggi sekolah dasar. Penelitian ini merupakan penelitian kualitatif deskriptif dengan responden guru wali kelas tinggi sekolah dasar. Teknik pengumpulan data dilakukan menggunakan angket. Hasil penelitian menunjukkan guru telah mengimplementasikan tahapan pendekatan <em>Computational Thinking</em> dengan baik, termasuk tahapan <em>thinkering, creating, debugging, perservering</em>, dan <em>collaborating</em>. Dengan guru melakukan pendekatan <em>Computational Thinking</em> dalam pembelajaran IPAS berdampak pada perolehan hasil belajar siswa di atas nilai rata-rata. Pendekatan <em>Computational Thinking</em> sesuai untuk diterapkan dalam suatu pembelajaran agar siswa memiliki kesiapan dalam menghadapi dan beradaptasi dengan kemajuan pengetahuan di abad 21.</p>

Meta Analisis Implementasi Computational Thinking untuk Meningkatkan Hasil Belajar Ipas di Sekolah Dasar

This study aims to analyze relevant research in implementing the computational thinking approach to improve learning outcomes in Integrated Science (IPAS) at the Elementary School level. The study adopts a meta-analysis approach with data collection conducted through searching Google Scholar or Google Scholar and Mendeley using the keywords computational thinking, learning outcomes, and science education in elementary schools. The search yielded a total of 7 articles that utilized the computational thinking approach in teaching science at the elementary school level, employing qualitative research methods. The findings of the study indicate that the implementation of computational thinking in IPAS instruction at the Elementary School level can provide significant benefits in developing critical thinking skills, problem-solving abilities, teamwork, learning interest, and students' digital readiness. Therefore, it can be concluded that the positive implementation of computational thinking contributes to improved learning outcomes and skill development in students. The results of this research are expected to serve as recommendations and a foundation for enhancing students' learning outcomes through the application of computational thinking in the teaching and learning process. Keywords: Computational Thinking, Learning Outcomes, Science, Elementary School

Improving 6th Grade Students’ Creative Problem Solving Skills Through Plugged and Unplugged Computational Thinking Approaches

In the digital age in which we live, one of the primary goals of education is to nurture individuals who are capable of thinking creatively, solving problems, and being innovative and productive. Computational thinking is an analytical process that requires defining problems and at the same time solving these problems by proceeding in creative ways. Based on this possible pattern of relationship between computational thinking and creativity, the aim of this study was to determine how two different versions of the computational thinking approach (plugged and unplugged) affect 6th-grade students' creative problem-solving skills (CPSS). Thus, two different teaching modules were designed on the circulatory system with a focus on plugged and unplugged computational thinking. A quasi-experimental design was used. Experiment group 1 utilized the plugged teaching module, experiment group 2 worked with the unplugged teaching module, and the control group in the Turkish middle school science curriculum's inquiry-based science activities. All three groups participated in 16 h of lessons over a 4-week period. We utilized the Creative Problem Solving Skills Inventory (CPSSI) for data collection. The results demonstrated that both the plugged and unplugged teaching modules were more successful at enhancing the CPSS than the inquiry-based science activities. Furthermore the unplugged teaching module was significantly more successful in developing CPSS compared to inquiry-based science activities. Hence, this empirical study demonstrated that both plugged and unplugged computational thinking approaches can enhance CPSS, but also reveals the greater effectiveness of unplugged approaches in fostering middle school students' CPSS.

Creative programming in architecture: a computational thinking approach

The creative programming language Processing can be used as a generative architectural design tool, which allows the designer to write design instructions (algorithms) and compute them, obtaining graphical outputs of great interest. This contribution addresses the inclusion of this language in the architecture curriculum, within the context of digital culture and alternative approaches to how digital tools are used and learned. It studies the different processes related to Computational Thinking that are triggered in the prototyping of computer applications and that lead to creativity. The similarity between architectural design and programming is analysed, both in problem solving (abstraction, decomposition, iterative revisions -debugging-, etc.) and in the use of mechanisms of a digital nature (loops, randomness, etc.). The results of the design and testing of a pilot course are shown, in which the way of teaching, learning and using this programming language is based on the graphical representation of problems through sketches.

Assessing the intention to adopt computational intelligence in interactive marketing

Interactive marketing (IM) can be used by e-commerce businesses to provide interactive and personalised experiences to e-customers by building sustainable relationships and delivering value. Computational intelligence (CI) is the ability of a machine to learn specific tasks via data or experimental observation for understanding and analysing customer behavioural patterns. Thus, this study explores how e-customers may intend to adopt CI in e-commerce within the boundaries of IM. Using online surveys, the primary data were collected from 315 e-customers of e-commerce businesses. Subsequently, the quantitative approach was used to analyse the data. The finding reveals that using a variety of techniques such as fuzzy logic, learning theory, evolutionary computation, genetic algorithms, and deep learning, CI predicts e-customer behaviour in a changing environment. Such a prediction results in desirable impacts, including more successful IM campaigns and retention actions. Further, CI uses a computational thinking approach, including the specification of the problem, algorithmic expression, solution implementation, and solution evaluation, for the identification and classification of stock-keeping units. This allows e-customers to compare the attributes of similar products.

The Potential of Developing Computational Thinking Approach-Based Physics Learning Media as a Means of Increasing Students' Problem-Solving Ability

A computational thinking approach is an approach to thinking and reasoning by computer scientists. Computational thinking skills can be adopted as an approach to solving a problem and analyzing the solution. The computational thinking approach is not limited to computer science but can also be applied to other disciplines through problem-solving. The computational thinking approach has been integrated into various instruments and learning media. The purpose of this research is to see the potential of the computational thinking approach to be integrated into learning media to improve problem-solving skills and to discuss the integration of computational thinking in various learning tools and media. This research method uses literature studies with 6 international articles as the main source from scopus.com and 19 articles as supporting articles from scholar.google.com. The results of the study show that the computational thinking approach has the potential to be integrated into various learning tools and media as a means of increasing problem-solving skills.

Penerapan Pendekatan Computational Thinking terhadap Kemampuan Pondasi pada Materi Energi Dan Perubahannya Kelas 3 SD Negeri Bhaktikarya

Computational Thinking is included as a learning approach that can identify patterns, solve complex problems into simpler steps, organize and create a series of steps in providing solutions. This study aims to analyze the ability of students' foundations of abstraction, pattern recognition, and algorithms through the application of the Computational Thinking approach. The research method used is descriptive research with a case study type. This study uses quantitative and qualitative data analysis techniques. The subjects of this study were 24 third grade students who were divided into 12 small groups at Bhaktikarya Public Elementary School. The results of this study indicate that the application of the Computational Thinking approach to the results of Student Worksheets that apply students' abstraction foundation skills, pattern recognition, and algorithms through the application of the Computational Thinking approach obtained an average percentage of 66%. This percentage is in the sufficient category.

Development of a Problem Based Learning Oriented Movement System Module with a Computational Thinking Approach to Improve Students' Critical Thinking Skills

The development of a Problem Based Learning-oriented Movement System module with a Computational Thinking approach to improving students' critical thinking skills is one of the efforts to improve this pedagogic competency. The purpose of this research is to analyze the validation of problem-based learning-oriented motion system modules with a computational thinking approach to improve students' critical thinking skills and analyze the feasibility of problem-based learning-oriented motion system modules with a computational thinking approach to improve students' critical thinking skills. This study used a Research and Development (RnD) design and the technique used was a one-shot case study. The research was conducted at MAN Salatiga with 71 research subjects divided into 2 classes. The results of the study are as follows: (1) the assessment of the material by material experts obtained 85, 67%, and 76.5% with very good and good criteria, and the assessment by media experts obtained 90% and 92.00% with very good criteria so that the media declared valid. The value obtained from students who used the module and then worked on critical thinking questions obtained an average value of 92.69 after being analyzed based on the predetermined Minimum Mastery Criteria (KKM). KKM value determined namely 75. The test results showed 98.59% of students passed the very high category, So it can be stated that the use of the Movement System module oriented to Problem Based Learning with Computational Thinking is approachable to improve students' critical thinking skills.

The Influence of Using Module with Computational Thinking Unplugged Approaches and Module with Scientific Approaches Based on Student's Critical Thinking Ability Towards Cognitive Ability the Subject of Temperature and Heat Transfer

The purpose of this research was to determine (1) the difference effect between the use of module with an unplugged computational thinking approach and module with a scientific approach to students' cognitive abilities on the subject of temperature and heat transfer, (2) the differences effect of students' critical thinking abilities in the high and low category on students' cognitive abilities on the subject of temperature and heat transfer, (3) the interaction between the effect of using module with a computational thinking unplugged approach and module with a scientific approach and students' critical thinking skills on students' cognitive abilities on the subject of temperature and heat transfer. This research used a quasi-experimental method with a 2x2 factorial design. The population in this research were all students of the first semester of physics education at Universitas Sebelas Maret. Data collection techniques used are tests and questionnaires. Data were analyzed using a two-way ANOVA with different cell contents. The results of the study show that: (1) there is a difference in the effect between the use of module with a computational thinking unplugged approach and module with a scientific approach to students' cognitive abilities on the subject of temperature and heat transfer ( 2) there is a difference in the effect of students' critical thinking skills in the high and low categories on students' cognitive abilities on the subject of temperature and heat transfer, and (3) there is no interaction between the effect of using module with a computational approach thinking unplugged and module with a scientific approach and students' critical thinking skills on students' cognitive abilities on the subject of temperature and heat transfer.

A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

The pandemic situation forces us to use technology in learning. Likewise, prospective teachers who do field practice must prepare themselves to learn to use technology. So to overcome this, research was conducted to determine the validity, practicality, and responses of prospective teachers to the Computational Thinking (CT) based teaching practice model for mathematics teachers. This study uses Research and Development (R&D) with the ADDIE model, questionnaire validation, practicality questionnaire and teacher candidate response questionnaire used in the study. The results showed that the design of teaching practice based on the CT approach was very feasible to use, marked by the results of validation, practicality and positive responses from prospective teachers to the practice model used, as well as an increase in creativity of teaching practice. We recommend a CT-based teaching practice model using Ed-Tech on a hybrid learning system. This research is still limited to the mathematics department and for future researchers to carry out this practice in other majors in the university environment.

Effects of augmented reality application integration with computational thinking in geometry topics

In this article, researchers conducted a study that integrates Augmented Reality application with Computational Thinking into Geometry Topics. Three variables were measured, Computational Thinking, Visualisation Skills and Geometry Topic achievement. The study was implemented with 124 students in two different schools using quasi-experimental study design. The t-test analysis was performed to see the differences before and after the intervention between the control and treatment groups. Next, a MANCOVA was conducted to see the effectiveness of the intervention in more depth on Computational Thinking, Visualisation Skills and Geometry Topic achievement after controlling for existing knowledge factors. The results show that there is a positive effect of teaching methods using Augmented Reality applications with Computational Thinking for students in the improvement of Computational Thinking, Visualisation Skills and Geometry Topic achievement. Moreover, the results of the MANCOVA show that overall, teaching methods using Augmented Reality applications with Computational Thinking are factors in the improvement of Computational Thinking scores, Visualisation Skills and Geometry Topic achievement, which means the students’ existing knowledge did not affect the results of the three dependent variables. In conclusion, this study proposed that the Computational Thinking approach with Augmented Reality application can improve Computational Thinking, Visualisation Skills and Geometry Topic achievement among students.

Learning Management System Based on Assessment for Learning to Improve Computational Thinking

There was a change in the implementation of education policies in the emergency period of the spread of the covid-19 virus, the learning process was carried out from home online using various learning resources. This condition triggers the emergence of behavioural problems and student competence in Indonesia. One of the distance learning media that was carried out during the pandemic was using the Learning Management System (LMS). Not only that, a policy evaluation needs to be carried out to evaluate the distance learning system that has been implemented in universities. This is because technology-based distance learning requires a different approach in terms of planning, implementation and evaluation. To increase the effectiveness of learning can use the assessment for learning (AfL) model. The learning process is also expected to be in accordance with learning that directs to have a computational thinking approach which is much needed considering that problem-solving skills are needed in solving everyday problems. Based on the results of data analysis with the 4D development model (define, design, develop, and disseminate), a learning management system based on assessment for learning to improve computational thinking abilities got an average score of 85.2, which means it can be implemented well.

The Effectiveness of Project Based Learning with Computational Thinking Techniques in a Software Engineering Project Course

To date, finding the most effective method to teach SE students is extremely challenging. This study used the project-based learning approach which applies computational thinking techniques by engaging students via inquiry based, hands on and student centric in teaching the software engineering Project course to students enrolled in a software engineering program. The objective of this study was to evaluate the effectiveness of the project-based learning approach as an innovative pedagogical method to improve software engineering students’ skills in three critical domains, namely practical, knowledge, and soft-skills. Seventy students’ skills and knowledge of various aspects of software engineering before and after the learning intervention were compared using the t-test. They were guided to carry out a software engineering project in several groups. Survey questionnaires consisting of close and open-ended questions to probe various aspects of software engineering, namely project planning, requirement analysis, software design, developments, and presentation, were administered to the students after the learning intervention. The results showed the differences in students’ skills and knowledge in the above aspects of software engineering were significant, signifying that the project-based learning––computational thinking approach is an effective approach to help students learn such aspects of software engineering more efficaciously and boost cooperative learning.

Peningkatan Kemampuan Pedagogik Guru melalui Program Pelatihan dan Pendampingan Bekelanjutan dalam Pembelajaran Computational Thinking pada Mata Pelajaran Matematika

The problem faced by target partners (target schools) is the low ability of students to solve problems. In fact, the problem-solving ability is one of the skills that must be possessed in the 21st century. This community service aims to improve teacher pedagogical competence in implementing Computational Thinking learning as well as assistance in its implementation. The method used is an educational approach with stages, identification of target schools, socialization of activities, implementation, monitoring, and evaluation. The result of this activity was an increase in teacher knowledge in computational thinking by 95% and teacher interest in applying computational thinking to subjects by 92%. The conclusion of this activity is known that community service partners have increased their knowledge of problem-solving methods using a computational thinking approach and can apply them in mathematics learning.

Didactic Module with Sphero Robotics: Approaches in Learning Programming

Education in 21st century revolve among the context of knowledge-based economy which recognize knowledge as a source of competitiveness that emphasize in the increasing importance of science, research, technology, and innovation in knowledge creation; and the use of computers and the Internet to generate, share, and apply knowledge. This study discusses on the approaches and considerations used during the development of Sphero robot-based learning modules. The module was developed for the Problem Solving and Program Design course considering on two main factors restrictions of space and resource available to be mapped to related sub-topics involved that support Sphero activities. A didactic principal approach is also considered to be embed in the module where instruction related to learning that involve multidisciplinary are directly planned and present through the student’s activities to achieve the learning objectives. In this paper, we discuss on four core components of Computational Thinking approach correlated to problem solving in learning programming. The development of module should stimulate student interest in learning programming concepts. The propose module does not focus on the use of Robotics as the main subject on its own, but as a tool during teaching and learning purposes to embed the simplicity of programming notion.

WRITING A FANTASY STORY WITH DESCRIPTION TEXT ELEMENTS AND PROCEDURE TEXT USING THE COMPUTATIONAL THINKING APPROACH

The background of this research contains higher-order thinking skills to prepare students in the industrial revolution 4.0, can think at a high level using a computational thinking approach as an alternative in sustainably preparing students. The purpose is to determine student learning outcomes to write fantasy narrative text with elements of description text and procedure text, to stimulate using of computational thinking approach in junior high school. Using a research method with a descriptive approach that describes the results of the study in detail, the instruments used in the form of tests, observation, and documentation. The results of 10 students were able to apply the category of HOTS very well, by writing it, 8 students were able to make a combination of the text but were nice, and 2 students were able to create the text although there were still many things that had to be improved, the average acquisition value from 45.10 to 78.45 means an increase of 33.35 points. By applying computational thinking the ability to solve problems and higher-order thinking skills of students increases. Keywords: Text Description of Fantasy Procedures, HOTS, Computational Thinking Â

How to Bring Computational Thinking Approach to The Non-Computer Science Student’s Class???

Computational Thinking (CT) skill is the ability to solve problems with computer thinking. In addition, CT can be seen as a structured and systematic approach that can be implemented in learning. This study aims to bring the computational thinking approach to the non-computer science student’s class and involved 35 undergraduate students of physics education in the computational physics course. The research method used was the mixed method sequential explanatory design (Creswell & Plano Clark, 2011), with the following design. Broadly speaking, the flow of the mixed method research method with an explanatory sequential design in this study includes the collection of quantitative data obtained from student self-evaluation instruments related to the understanding of the CT approach stage. The results showed that the Computational Thinking (CT) approach can be applied to non-computer science students in online learning which includes 6 stages of implementation and 6 stages of implementation. Other results indicate that this method can be used in improving student CT skills. Keywords: Computational thinking, physics, problem solving

Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)

This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service teachers' dispositions and knowledge of computational thinking concepts and the ways in which such knowledge can be combined with content and pedagogy to promote meaningful student outcomes. Data were collected from a self-reported survey and case reports focusing on the design, implementation, and outcomes of computational thinking related lessons in K-8 classrooms. Results indicated that the course positively influenced pre-service teachers’ knowledge of computational thinking concepts, tools, and practices. Yet, some participants demonstrated only surface understanding of computational thinking and were unable to design lessons that meaningfully integrated computational thinking concepts and tools with disciplinary content and pedagogy. Findings have implications for the design of teacher education experiences that help prepare pre-service teachers develop technological pedagogical content knowledge in relation to computational thinking concepts and practices.