Piece by Piece

This study explores the implementation of Computational Thinking (CT) in physics learning to enhance students' analytical and logical reasoning. Using an experimental approach with a problem-solving model, the research involved students enrolled in physics courses, divided into experimental and control groups. The experimental group engaged in simulation-based and algorithmic problem-solving tasks, while the control group received conventional instruction. The research focused on assessing improvements in logical reasoning through pre- and post-tests. Data analysis was conducted quantitatively, comparing the pre-test and post-test results of both groups. Findings revealed that the experimental group showed a significant 31% improvement in logical reasoning skills, while the control group demonstrated a modest 5.8% improvement. This indicates that CT-based activities, such as simulations and algorithmic tasks, are more effective in enhancing students' analytical and problem-solving abilities compared to traditional methods. The study highlights the importance of integrating CT into physics education, as it promotes deeper cognitive engagement, critical thinking, and practical problem-solving skills. These findings suggest that CT strategies can be a powerful tool in improving students' reasoning abilities and better preparing them for complex scientific and real-world challenges.

Problem-based learning integrated with Digital Argumentation (PBL-DA) is a learning strategy for optimizing innovative learning in the digital era. This research aimed to investigate whether the application of PBL-DA can foster the Computational Thinking (CT) and Higher Order Thinking Skills (HOTs). A quasi-experimental design measured three aspects: skill (decomposition, algorithm design, evaluation), attitude (confidence, communication, flexibility), and approach (tinkering, creating, collaborating). The students' HOTs were measured through eight aspects: critical thinking, argumentation, problem-solving, problem-identifying, understanding concepts, analysing, making decisions, and creative thinking. The students' CT and HOTs scores of control and experimental classes were analyzed using Hotelling’s T² test and Tukey’s post hoc test. The Hotelling’s T² test revealed a significant difference between the experimental and control classes for both CT and HOTs (T² = 0.340, p < 0.001 for CT; T² = 0.718, p < 0.001 for HOTs). Tukey’s test further showed that PBL-DA significantly impacted the CT skill and attitude aspects (p < 0.01), while the approach aspect was not significant (p > 0.05). For HOTs, critical thinking, argumentation, problem-identifying and analyzing were significantly improved (p < 0.01), but problem-solving, understanding concepts, making decisions, and creative thinking showed no significant improvement (p > 0.05). Pearson’s correlation analysis indicated a strong positive correlation (r = 0.651, p < 0.001) between students' CT and HOTs skills. These findings provide evidence of the effectiveness of the PBL-DA model in improving students' CT and HOTs, demonstrating its potential for fostering critical and higher-order thinking skills in the digital era.

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students. Objectives: This study aims to analyze the effectiveness of collaborative game-based learning assisted by multimedia in improving the competitive spirit and problem solving skills of literacy learning for elementary school students. Methods: A quantitative research approach was used, with an experimental research design. The specific design was a one-group pre-test post-test design. The research subjects consisted of 30 grade 4-6 students from an elementary school in Surabaya. Data were collected through pre- and post-test assessments to evaluate the impact of the intervention. Findings: The findings revealed that the implementation of multimedia-assisted collaborative game-based learning had a significant positive effect on students' competitive spirit and problem-solving abilities. By integrating game elements with team-based collaboration, this approach enhanced students' literacy skills while fostering critical, creative, and analytical thinking. The collaborative nature of the games allowed students to engage in healthy competition, which not only boosted their motivation but also improved their teamwork and communication skills. Additionally, students developed negotiation skills and learned how to work cooperatively to achieve common goals, which are vital social competencies. Conclusion: In conclusion, the implementation of multimedia-assisted collaborative game-based learning proved to be an effective strategy for enhancing students' competitive spirit, problem-solving skills, and literacy development. The approach, by combining game elements with collaborative efforts, effectively promoted critical thinking and enhanced social skills, making it a promising educational tool for elementary school students. This study suggests that game-based learning, supported by multimedia, can be an engaging and effective method to improve both cognitive and social outcomes in literacy education. Keywords: collaborative learning, game-based learning, literacy learning, competitive spirit, problem solving skills.

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.

This study aimed to investigate the impact of the usage of the Van Hiele model in the development of geometric thinking levels among tenth grade students in Jordan. The sample of the study was selected from tenth grade basic students in Amman schools. Two hundred and forty students studying the mathematics course in the circle unit were divided into two groups: experimental (using the Van Hiele model) and the control (using the traditional approach of teaching).To achieve the objectives of the study, a test of geometric thinking in the unit of the circle was developed. Validity and reliability of the test was verified. The instructional material was also prepared in the circle unit for the students of the tenth grade using the Van Hiele model of geometric thinking. Four mathematics teachers were trained on the model, and the content validity of the training material was verified. The results of the study showed a statistically significant difference (α=0.01) between the two arithmetic means of the experimental and control agencies in favor of the experimental group that used the Van Hiele model in geometric thinking in general, and in sub-levels (visual, descriptive, logical), and the study showed no statistical significance difference (α=0.01) between the arithmetic means of male and female in geometric thinking, also the study showed an interaction between the model variable and gender variable in geometric thinking.

The aim of this study was to examine how fifth grade students’ critical thinking and problem-solving skills can be developed using practices based on Newman and Weglage’s (1993. Five standarts for authentic instruction. Educational Leadership, 50(7), 8–12) authentic learning standards (high-order thinking, depth of knowledge, relation with the world beyond the classroom, constant conversion and social support for student achievement). The main aim of the study was to offer different perspectives on mathematics education by focusing on development of critical thinking skills needed to understand mathematics. The study was carried out in six cycles via an action research model. The data consisted of unconstructed observations (camera recordings), students’ scores on CTR (Critical Thinking Rubric), and their journals and written documents. The research results showed that practices based on authentic learning standards improved such critical thinking skills as comprehending, comparing, proving, suggesting new solutions, and reflecting on problem solving processes of the students who were included in the target study group.

This study investigates the enhancement of students' mathematical and logical thinking skills through kite-making activities using the STEM approach. Conducted with 28 ninth-grade students at SMP Negeri 03 Bengkulu Tengah, this qualitative descriptive research utilized observation, documentation, and interviews for data collection. Data were analyzed using the Miles and Huberman model, focusing on integrating geometry, measurement, and symmetry within the kite-making process. The findings reveal that STEM-based kite-making activities significantly improve students' logical reasoning and problem-solving skills by contextualizing abstract mathematical concepts into practical tasks. Students demonstrated the ability to sequence steps systematically, provide logical arguments, and draw accurate conclusions. These results emphasize the potential of project-based learning in fostering higher-order thinking skills. This study suggests that incorporating similar activities in the curriculum can enhance students' cognitive and practical competencies. Further research is recommended to explore its implementation across diverse educational levels and environments.

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.

One of the skills that must be possessed by every individual in the 21st century is problem solving skills or what is known as Computational Thinking. Computational Thinking is a thinking process to solve complex problems based on computer science. In this approach there are four indications of Computational Thinking, namely decomposition, pattern recognition, abstract, algorithms. The purpose of this study is to describe the implementation of Computational Thinkingand describe the inhibiting factors and driving factors of the application problem solving with the CT approach. This research is field research. The method used was qualitative with a phenomenological. The research location is at SMA N 1 Gondang, Gondang District, Sragen Regency. Collecting data using observation techniques, interviews and documentation. With subject waka curriculum, PAI teachers and class X students. Research used source triangulation and technique triangulation as a test of data validty. Data analysis techniques include data reduction, presentation data and verication of conclusions. Based on the result of the discussion, that the implementation Computational Thinking in class X students in PAI learning still needs direction and stimulus guidance in solving problems considering that class X is a trasition from junior high school to high school level. The supporting factors are adequate school facilities and infrastructure and teacher strategies in stimulating critical thinking in solving problems. Besides that, the inhibiting factorsinclude the passivity of some students in discussions and the characteristics of students in different ways of thinking in solving problems.

ABSTRACTWith the rapid advancement of artificial intelligence, generative AI (AIGC) has emerged as a transformative tool in education, particularly in engineering disciplines where it demonstrates significant pedagogical potential. The CDIO (Conceive–Design–Implement–Operate) teaching model, rooted in experiential and project‐based learning, emphasizes the development of students' integrated engineering competencies. However, engineering education remains challenging for many Chinese university students, despite the availability of online and collaborative learning resources, thereby underscoring the need for enhanced instructional strategies supported by advanced technologies. However, empirical research on the application of generative artificial intelligence in engineering education, particularly regarding its effects on individual psychological constructs, remains limited. This study, conducted over one semester in a data mining course, examines the impact of the AIGC‐supported CDIO teaching model on students' computational thinking, learning motivation, engagement, and cognitive load. The participants included 76 s‐year undergraduates from a teacher training university in China. The experimental group (n = 27) adopted the AIGC‐CDIO teaching model, while Control Group 1 (n = 24) followed the traditional CDIO model, and Control Group 2 (n = 25) engaged solely in collaborative learning. Results from ANOVA analysis revealed that the experimental group demonstrated significant improvements in intrinsic motivation, behavioral and emotional engagement, and computational thinking abilities (including algorithmic thinking, critical thinking, and problem‐solving skills), outperforming both control groups. Moreover, the experimental group exhibited significantly lower cognitive load. These major findings highlight the pedagogical effectiveness of the AIGC‐CDIO approach in enhancing student engagement and reducing mental effort. The findings provide robust empirical support for the integration of AIGC into CDIO‐based engineering education. This study contributes to the emerging literature on AI‐assisted pedagogy by offering evidence‐based insights into the interplay between technological mediation, psychological factors, and cognitive skill development. Implications for future research include deeper investigations into the mechanisms linking AIGC use to learning outcomes, longitudinal tracking of computational thinking development, and the refinement of adaptive instructional models across diverse learner profiles.

In recent years, the integration of computational thinking (CT) models in early childhood science literacy has gained increasing attention due to their potential to enhance cognitive skills and problem-solving abilities in preschool learners. This systematic literature review aims to provide a comprehensive analysis of the applications and impacts of CT models in preschool education. The primary problem addressed is the need for a structured overview of how CT is being utilized to improve science literacy and learning outcomes at the preschool level. To achieve this, we conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published between 2023 and 2024. The flow of the study followed the PRISMA framework. A total of 29 primary studies were included in the final dataset, which were thoroughly analysed. The findings are divided into three key themes: (1) Teaching Methodologies and Educational Technologies, (2) Impact of Computational Thinking on Learning Outcomes, and (3) Curricular Integration and Teacher Education. The analysis reveals that CT models in early childhood education enhance cognitive and problem-solving skills, promote creativity and collaboration, and support the development of critical thinking. Additionally, the review highlights the need for well-structured, age-appropriate CT frameworks that engage young learners. It also emphasizes the importance of teacher training to effectively integrate CT into the science curriculum. Based on these findings, the review recommends further development of age-appropriate CT teaching materials, the exploration of effective strategies for curricular integration, and investment in professional development programs for teachers to enhance the implementation of computational thinking in preschool education.

Critical thinking is an act reasonable thinking in choosing a problem-solving strategy for proper decision making. If students have high critical thinking skills, students can solve math issues easily. Comics can be used as form of variation in the provision of interactive, fun, and reinforcing student critical thinking skills. The study aimed to analyze and design Math Comic by Computational Thinking methods to stimulate students’ critical thinking skills. This type of research is descriptive research method. The research result in several findings. First, teachers need a medium of learning. Second, the special needs student’s critical thinking ability needs to be improved. Third the researcher designs Math Comic consisting of covers, prefaces, tables of contents, usage instructions, basic competence, core competence, achievement indicators, comic story development, and matters of evaluation. Fourth, Math Comic was designed according to computational thinking methods to stimulate students’ critical thinking skills. The results of this study can be used as a guide for mathematics teachers in developing Math comic that make students understand mathematics and have critical thinking skills simultaneously. The contribution of this research is to stimulate critical thinking skills into Math comic. In addition, Math comic is designed according to the computational thinking.

This research aims to examine the development of computational thinking research publications in mathematics education (ME) from 2013 to 2023 and explore information networks based on keywords and author collaborations. The methodology used in this research is descriptive bibliometric analysis. Data collection was carried out using the Scopus database with the keywords 'computational thinking' and 'mathematics education'. Data was collected via the Publish or Perish application, 99 publications were obtained for analysis using VOSviewer. Bibliometric mapping results reveal that CT in ME remains a continuously observed and evolving topic, with significant increases over the past 11 years. The most dominant country in this field of research is the United States. Bibliometric mapping identified collaborations between authors from various countries, with Chee-Kit Looi recognized as the most influential contributor. Mapping based on the occurrence of keywords identifies relationships between scientific concepts, forming several dominant groups. Keywords that appear limited include CT in teacher aspects through teaching practices, learning approaches, and assessment. Research on this topic is relatively scarce with respect to STEM education, providing opportunities for future research and broader development in this area.

From existing research, it is known that early childhood teacher education pro-vides few opportunities to learn mathematical content or mathematics pedagogical con-tent knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional development with respect to early mathematics education. We report descriptive results as well as correlations. The results indicate that opportunities to learn mathematical con-tent knowledge and mathematics pedagogical content knowledge have increased over time. Moreover, the results indicate that teacher educator professional development for-mats that encourage professional exchange among teacher educators, experts in early mathematics education and in-service teachers may increase teacher educators’ compe-tence in early childhood mathematics and thereby the frequency with which this topic is addressed in teacher education.

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