Improving Students' Mathematical Computational Thinking Using Scratch Program through Project Based Learning: A Development Research during Pandemic Covid-19

Objective: The benefits of computational thinking have become an increasingly acknowledged and popular subject of investigation among researchers. This research aims to gather detail and comprehensive information regarding the learning of computational thinking skills in mathematics at various educational levels through a systematic literature review approach. Methods: With a focus on education level, instructional media, mathematics content, and the components of computational thinking addressed by previous researchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of sixteen empirical studies retrieved from the Scopus database on the implementation of computational thinking in mathematics education. Findings: Most research on fostering computational thinking in mathematics education is concentrated at the elementary and junior high school. To optimize the development of computational thinking in mathematics, teachers should be reminded of strategies to support students, particularly through activities involving simulations using various instructional media. Examples of such media include programming platforms, visualization tools, and interactive simulations and games. Number operations and geometry are the mathematical content most widely used for fostering computational thinking. Algorithmic thinking, a crucial component in fostering computational thinking among elementary school students, helps them develop a strong foundation for understanding higher mathematical concepts. Conclusion: A systematic review of computational thinking in learning mathematics at the various education level is conducted in this study. The chosen studies were systematically analyzed for the advancement of computational thinking in learning mathematics to provide new an insight information for educators and stakeholders. Keywords: computational thinking, mathematics, systematic literature review. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp34-52

This study aims to provide an overview of the computational mathematical thinking abilities of male and female students in solving mathematical problems and the aspects (abstraction, decomposition, algorithmic thinking, and generalization) that influence these differences. This study uses a qualitative method with a case study approach in a junior high school in Jakarta for the academic year 2023/2024. The participants in this study are 36 students. Data were collected through written examinations and interviews and analyzed using the triangulation technique. The results of the study showed different patterns of computational thinking skills between male and female students. Male students excel in decomposition and algorithmic thinking but are weak in abstraction and generalization. Female students excel in abstraction and decomposition but are weak in algorithmic thinking and generalization. Both male and female students master the context of decomposition for computational thinking skills but lack mastery in the context of generalization. In conclusion, gender differences influence specific aspects of computational thinking skills, indicating the need for tailored educational strategies to address these differences.

Mathematical computational thinking skills are essential in mathematics learning, particularly in training systematic problem-solving abilities. However, the limited availability of interactive and effective learning media has remained a significant obstacle to developing these skills. This study aims to develop learning media based on Articulate Storyline 3, which is designed to enhance students' mathematical computational thinking skills. The method employed in this research is Research and Development (R&D) using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were high school students selected through purposive sampling. The research instruments included expert validation questionnaires, user response questionnaires, and tests to assess computational thinking skills. The study results have shown that the developed learning media has achieved a very high level of validity according to evaluations from both material and media experts. Additionally, user responses have demonstrated high satisfaction with the interactivity and ease of media use. Field trials have revealed a significant increase in students' mathematical computational thinking skills after using the learning media. Based on these findings, learning media based on Articulate Storyline 3 has effectively improved mathematical computational thinking skills. These results are expected to contribute positively to more interactive and practical mathematics education innovations.

Evaluation of creative project production performance in mathematical logic and computational thinking skills among gifted high school students.

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.

This study aims to determine the distribution of higher-order mathematical thinking skills of students of state senior high schools in Tasikmalaya City in the academic year 2018/2019, to find out whether there is a relationship between mathematical critical thinking abilities with students' mathematical creative thinking skills High School in Tasikmalaya City 2018/2019 academic year. This research is a type of descriptive research using quantitative descriptive methods. The population in this study were all students of Tasikmalaya City Senior High School in class X, class XI, and class XII, ranging in age from 16-18 years. The sampling technique in this study uses a probability sampling technique that is Proportionate Stratified Random Sampling, by taking 2 classes each school. The research instrument used in this study was a matter of high-level mathematical thinking ability tests which are slices of the cognitive dimension of Bloom's Taxonomy with the 2013 Curriculum Dimension dimension consisting of questions of critical and creative thinking skills. The results showed that the distribution of mathematical thinking ability levels in high school students in the City of Tasikmalaya academic year 2018/2019 as follows: a) mathematical HOTS ability with a very good category was obtained by 2 Schools or 20% of all High School Schools in Tasikmalaya City, the ability Mathematical HOTS with the good category is obtained by 7 Schools or 70% of all High Schools in Tasikmalaya City, Mathematical HOTS ability with a pretty good category is obtained by 1 School, namely SMAN J or 10% of all Public High Schools in Tasikmalaya City. There is a significant relationship between students' mathematical critical thinking skills with the mathematical creative thinking abilities of high school students in the City of Tasikmalaya 2018/2019 academic year. with the degree of correlation obtained a correlation coefficient of 0.283 or are in a low category. Keywords: Higher Order Mathematical Thinking Skills, mathematical critical thinking skills, mathematical creative thinking skills.

This research aims to analyze students' computational thinking abilities in mathematics learning through problem-based learning. A qualitative approach with a case study design was employed. The research was conducted at SMP Negeri 1 Cibinong, Bogor Regency, West Java. The subjects were three ninth-grade students who had studied material on exponents and roots, selected based on the teacher's recommendations. Data were collected through computational thinking tests and interviews. Based on the analysis, it was found that students, despite their teachers implementing problem-based learning, still lacked strong computational thinking skills. The suboptimal implementation of PBL and the students' unfamiliarity with problem-solving contributed to their difficulty in effectively applying computational thinking skills. In conclusion, the use of problem-based learning in mathematics, particularly in the topics of exponents and roots, has not yet enabled students to fully develop computational thinking skills.

<span lang="EN-US">Based on the study, computational thinking skills are influenced by science, technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills. However, studies related to STEM attitudes, computational thinking and their impact on 21st-century skills are still very few and limited. The purpose of our study was to examine the impact of STEM attitudes and computational thinking on 21st-century. This research uses a quantitative approach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEM attitude, computational thinking, and 21st-century skills using a questionnaire. The data were analyzed using structural equation modeling techniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computational thinking; and computational thinking has a positive and significant effect on 21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve. These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skills and 21st-century skills, especially in vocational schools.</span>

Computational Thinking skills are students' ability to use mathematical concepts to solve problems systematically using algorithms and programming. This research aims to measure the development of Computational Thinking skills of students at SMA N 3 Medan on algebraic function limits material. The research method used is survey research with data collection using tests and observations. The subjects of this research were class XI students from SMA N 3 Medan who were studying algebraic function limits. The research results show that there is significant development in students' Computational Thinking skills after studying the material. The implication of this research is the need for a learning approach that focuses more on developing Computational Thinking skills in mathematics learning in high school.

This research aims to examine the effect of Mind Games activities on problem-solving skills and computational thinking skills of 5th grade students. Sequential explanatory design, one of the mixed research methods, was used in the research. The research was carried out in a quasi-experimental design pretest-posttest without a control group with 17 5th grade students in a secondary school in Adıyaman. The research was carried out with an experimental period of 6 weeks. Before the experimental study, the problem-solving skills and computational thinking skills scales were applied to the students as a pre-test. Kapsul game activity was performed in the first week of the experimental study. ABC Baglama activity was held during the week. Sudoku activity was held in the 3rd week. In the 4th week, Three Stone game activities were held. Kendoku game activity was held in the 5th week. In the 6th week, Kakuro game activity was held. Statistical values in the study were calculated using the SPSS program. To collect quantitative data, a pre-test of problem-solving skills and computational thinking skills was applied to the students before the experimental process. After the experimental process, problem-solving skills and computational thinking skills scales were applied as a posttest. The applied pre-test and post-test results were analyzed with the paired sample t-test. Additionally, to collect qualitative data to strengthen the research, an interview form was applied to obtain the opinions of the students about the experimental process. In line with the findings obtained because of the experimental study, it can be said that the mind game activities have a positive effect on the students' computational thinking and problem-solving skills, and the lesson turns into more fun.

Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming language. Utilizing a conceptual framework for grounded embodied pedagogy called Instructional Embodiment, learners physically enacted (Direct Embodiment) and mentally simulated (Imagined Embodiment) the actions and events as presented within pre-defined Scripts. Instructional Embodiment utilizes action, perception, and environment to create a dynamic, interactive teaching & learning scenario that builds upon previous research in embodied teaching and learning. The two studies described herein examined the effects of Instructional Embodiment, Imaginary World Construction, and Context on the development of specific Computational Thinking Concepts and Skills. In particular, certain CT Concepts, such as Conditionals, Variables, Thread Synchronization, Collision Detection, & Events, and CT Skills, such as abstraction and pattern recognition, were identified and measured within the learners' individual digital artifacts. Presence and/or frequency of these Concepts and Skills were used to determine the extent of Computational Thinking development. In Study 1, fifty-six sixth- and seventh-grade students participated in a fifteen-session curricular program during the academic school day. This study examined the type of instruction and continuity of Imaginary World Construction on the development of certain CT Skills and Concepts used in a visual novel created in Scratch. Main effects were found for learners who physically embodied the pre-defined instructional materials: embodying the pre-defined Scripts led to the learners using significantly more ‘speech’ Blocks in their projects and more Absolute Positioning Blocks for ‘motion’ than those who did not physically embody the same Scripts. Significant main effects were also found for continuity of Imaginary World Construction: learners who were instructed to continue the premise of the first digital artifact (Instructional Artifact) implemented significantly more computational structures in their second digital artifact (Unique Artifact) than those who were instructed to create a Unique Artifact with a premise of their own design. In Study 2, seventy-eight sixth- and seventh-grade students participated in a seventeen-session curricular program during the academic school day. This study examined the type of instruction and context of instructional materials on the development of CT Skills and Concepts during the construction of a video game using Scratch. Similar to Study 1, findings suggest that physically embodying the actions presented within the pre-defined instructional materials leads to greater implementation of many of these same structures during individual artifact construction. The study also showed that as the pre-defined Scripts become more complex (e.g. single-threaded to multi-threaded), the effect of physical embodiment on the development of CT Skills and complex CT Concept structures becomes less pronounced. Findings from this study also suggest that Context has a significant effect on identifying & implementing the CT Skill pattern recognition: learning CT Concepts from an Unfamiliar Context had a significant positive effect on the implementation of both Broadcast/Receive couplings and Conditional Logic & Operator patterns. In sum, the findings suggest that the type of instruction, the continuity of the Imaginary World being constructed, and the context of the instructional materials all play a significant role in the learners' ability to develop certain Computational Thinking Skills and Concept knowledge. The findings also suggest that a physically embodied approach to teaching abstract concepts that is grounded in an unfamiliar context is the most effective way to integrate a grounded embodied approach to pedagogy within a formal instructional setting.

This study attempts to enhance high school learners' computational thinking and mathematical resilience skills. This study employs quantitative approaches with a quasi-experimental research design, and the type of research is Non-Equivalent Group Design. The tools used in this study were computational thinking skills tests and mathematical resilience questionnaires. From the results of the survey conducted, it is known that: 1) the Project Learning model accompanied by GeoGebra significantly improves computational thinking skills, and Project-Based Learning model has moderate improvement; 2) computational thinking skills of high school students who were taught through Project-Based Learning model aided by GeoGebra improved significantly compared to those taught with the Project-Based Learning model; 3) Project-Based Learning model aided by GeoGebra has a positive effect on the mathematical resilience of high school students, but only to a moderate extent.

This research aims to create a tool for assessing students' computational thinking (CT) skills in relation to biology concepts. The study followed a research and development approach, utilizing a modified 4D design model, with the dissemination phase excluded. Various data collection techniques were employed, including observations, literature reviews, documentation, surveys, interviews, and tests. The findings showed that the developed instrument was valid, having been evaluated by three experts. The material expert rated it at 95%, the assessment and evaluation expert at 88%, and the linguist at 90%. In terms of readability, the instrument scored 75%, indicating a "good" rating. The overall validity of the instrument was found to be 0.70, placing it in the high validity range, while its reliability score was 0.82, reflecting a very high level of dependability. The assessment of students' computational thinking skills in biology revealed that 25% of students scored in the low range, 28% in the medium range, and 57% in the high range. From these findings, it can be concluded that the CT test tool is both valid and appropriate for evaluating students' computational thinking skills.

The ability to think creatively in mathematics is a crucial aspect of learning, yet evidence shows that students' creative mathematical thinking skills, particularly in the topic of Sequences and Series, remain low. One solution to address this issue is through the use of Problem-Based Learning (PBL)-based Student Worksheets. This research aims to develop a valid and practical Student Worksheet. The study follows the 4D development model, consisting of the stages: define, design, develop, and disseminate. The instruments used for data collection were validation sheets and practicality questionnaires. Analysis of the validation sheet data showed that the Student Worksheet was categorized as highly valid, with an average percentage of 93.73%. Similarly, the practicality questionnaire analysis indicated that the Student Worksheet was rated as practical, with an average percentage of 83.77%. Therefore, the developed Student Worksheet meets the criteria of validity and practicality and can be used effectively in learning activities. The implication of this research is that it allows students to independently build knowledge in mathematics, facilitating their creative mathematical thinking skills.

Mathematical reflective thinking ability is one of the higher-level abilities that can support other mathematical thinking skills. Therefore, ensuring students have good mathematical reflective thinking skills is essential. This study aimed to analyze students' mathematical reflective thinking skills (KBRMS) on the material of a two-variable linear equation system (SPLDV). This research approach is qualitative with a phenomenological type. Data collection techniques were carried out through reflective thinking skills tests and interviews. The study subjects were grade VIII junior high school students who had studied SPLDV material using purposive sampling techniques. Data analysis techniques in this study are data reduction, data display, conclusions, and verification. This mathematical reflective thinking ability analysis is based on indicators of mathematical reflective thinking ability, namely reacting, elaborating, and contemplating. The results of this study show that students can master reacting and elaborating indicators when faced with problems they usually encounter. In contrast, for contemplating indicators, students still experience difficulties when faced with problems different from those traditionally exemplified, such as difficulties in understanding problems and determining the concept of the material used. Based on this, it is shown that students' mathematical reflective thinking skills have not been fulfilled optimally.