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

Aminah, Neneng; Sukestiyarno,; Wardono, .; Cahyono, Adi Nur

doi:10.3991/ijim.v16i14.30463

Cited by 10 publications

(12 citation statements)

References 41 publications

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“…One of the causes of the learning process in the classroom is theoretically fixated, the teacher does not provide opportunities for students to carry out mathematical activities, both direct activities and digital activities with the help of technology. This is also consistent with the results of research by Aminah et al, (2022) that it is important for technology-assisted activities in learning to encourage students to solve mathematical problems which are a component of computational thinking.…”

Section: A Introductionsupporting

confidence: 90%

Exploring the Characteristics of Digital Pedagogy Model for Developing Computational Thinking in Mathematical Problem Solving

Anwar,

Darhim,

Suhendra

et al. 2024

JTAM

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Challenges in the 21st century are increasingly complex, technology is developing rapidly and competition is getting tougher. Therefore we need quality human resources that can keep up with and anticipate the times. The use of technology involves computational thinking (CT) skills which are closely related to the problem-solving process. The stages in computational thinking are part of mathematical thinking, meaning that learning mathematics can support students' CT skills. Through the development of digital pedagogical models in CT integrated mathematics learning, it can improve problem-solving skills. This research uses design based implementation research with 4 phases including; preliminary research, prototyping, results, and design principle. The participants were 28 grade 8 junior high school students who took part in two rounds of experiment in direct CT activities and digital CT activities. In this paper, we present an iterative mathematical problem-solving process in the digital pedagogy model. The computational task, environment, tool and practices were iteratively improved over two rounds to incorporate CT effectively in mathematics. The results from CT environment demonstrated that direct CT activities are more effective than digital CT activities in mathematical problem-solving. Based on empirical research, we summarize the characteristic of the digital pedagogy model from computational tasks, computational environment and tools, and computational practices in mathematical problem solving.

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Section: A Introductionsupporting

confidence: 90%

Exploring the Characteristics of Digital Pedagogy Model for Developing Computational Thinking in Mathematical Problem Solving

Anwar,

Darhim,

Suhendra

et al. 2024

JTAM

View full text Add to dashboard Cite

show abstract

“…(2023; 2023). On the other hand, researchers who used four CT components are Aminah et al (2023;. This result indicates a significant variation in the CT components that are the focus of CT research in Indonesia's mathematics education.…”

Section: Discussionmentioning

confidence: 96%

“…First, research that analyzes students' CT skill achievements. Such research includes the analysis of CT abilities in prospective mathematics teacher students (Aminah et al, 2023;S. Maharani et al, 2021;S.…”

Section: Discussionmentioning

confidence: 99%

Advancing Computational Thinking in Mathematics Education: a Systematic Review of Indonesian Research Landscape

Irawan,

Rosjanuardi,

Prabawanto

2024

JTAM

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Computational Thinking (CT) has emerged as a crucial and foundational skill in the 21st century, capturing the attention of researchers across various domains, including mathematics education in Indonesia. This research identifies and analyzes trends, themes, focuses, and research findings on CT through mathematics learning in Indonesia. This Systematic Literature Review (SLR) adheres to the PRISMA guidelines, encompassing three stages: search, selection, and data analysis. The search process on the Scopus database, utilizing queries aligned with the research objectives, yielded 31 articles related to CT and mathematics education authored by Indonesian researchers. Subsequent selection involved criteria such as research focus, study type, document availability, and intervention differences, resulting in 14 articles. Data analysis employed Bibliometrix and NVivo 14 Plus software. The findings reveal a significant increase in research on CT in mathematics education from Indonesian researchers over the past two years, with an annual growth rate of 5.74%. This publication landscape involves contributions from 39 authors affiliated with 16 higher education institutions in Indonesia. Researchers have delved into diverse themes, including the analysis of CT skill achievement, the development of CT-oriented instructional models and media, and the creation of assessment tools to measure CT skills. These findings underscore the broad relevance of CT in the realm of mathematics education. As a burgeoning field of study, numerous aspects of CT remain open for further research, development, and exploration, especially those related to mathematics. To enhance the impact and implementation of Computational Thinking (CT) within the context of Indonesian education, future research may consider investigating innovative pedagogical approaches, assessing the long-term impact of CT interventions, and exploring the potential integration of CT across various educational levels.

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“…The utilization of application software is contingent upon the availability of an internet connection. Online learning may be categorized into two main types: face-to-face/on-site and synchronous/asynchronous (Aminah et al, 2022;Xiao & Evans, 2022;Setiawan et al, 2022;Vidergor, 2023, Yudaparmita et al, 2023. These types of learning can be implemented using various learning platforms that adhere to different theoretical frameworks, such as self-directed learning, problem-based learning, game-based learning, cooperative learning, and others.…”

Section: Hybrid Learningmentioning

confidence: 99%

Challenge-Based Hybrid Learning Model Using Virtual Board Games Platforms

Chukusol,

Nilsook,

Wannapiroon

2024

IES

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This study focuses on the development and evaluation of a challenge-based hybrid learning approach utilizing a virtual board games platform to enhance international standard student competency. Our research applies educational management theories to challenge-based learning, providing learners with diverse opportunities for engagement, investigation, and action. Through the integration of virtual board game platforms, students actively participate in learning activities aimed at elevating their skills to international standards. The study underscores the effectiveness of hybrid learning management, blending face-to-face and online elements, including board games as challenges, as the most suitable approach. Experts unanimously advocate for this approach, especially in advancing students’ capacities in creative problem-solving and critical thinking at an international level. Notably, scholars emphasize the significance of assessing students’ abilities to meet global benchmarks, positioning challenge-based learning as the predominant educational approach at the advanced level. This study provides empirical evidence supporting the efficacy of challenge-based hybrid learning using a virtual board game platform in fostering advanced competencies. And explores the integration of virtual board games in hybrid learning environments, offering a nuanced understanding of how educational management theories can be applied practically. Furthermore, it emphasizes the critical role of assessing students’ creative problem-solving and critical thinking abilities in competency evaluation. In conclusion, this study advances the discourse on hybrid learning methodologies, substantiates the effectiveness of challenge-based learning utilizing board games, and underscores the importance of evaluating students’ competencies at an international standard.

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

Cited by 10 publications

References 41 publications

Exploring the Characteristics of Digital Pedagogy Model for Developing Computational Thinking in Mathematical Problem Solving

Exploring the Characteristics of Digital Pedagogy Model for Developing Computational Thinking in Mathematical Problem Solving

Advancing Computational Thinking in Mathematics Education: a Systematic Review of Indonesian Research Landscape

Challenge-Based Hybrid Learning Model Using Virtual Board Games Platforms

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