Indonesian Undergraduate Students’ Perception of Their Computational Thinking Ability

Sondakh, S.Kom Debby Erce; Pungus, Stenly Richard; Putra, Edson Yahuda

doi:10.31154/cogito.v8i1.387.68-80

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…These confirm that Indonesia is not ready to implement CT skill-oriented learning in its curriculum. Presently, Indonesia is in the nascent stages of introducing and experimenting with CT, predominantly within the domain of Mathematics (Nurwita et al, 2022) and conducted on pre-service teachers (Sondakh et al, 2022). Research in Indonesia specifically conducted to investigate CT skill of high school students is still rare, specifically in science majors.…”

Section: Introductionmentioning

confidence: 99%

Computational Thinking Skill Level of Senior High School Students Majoring in Natural Science

Huda,

Rohaeti

2024

IJLTER

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Computational thinking (CT) is a skill integrated into various curricula in many countries. However, lack of student acceptance and limited assessment become challenges to integrating skill into the curriculum, specifically in developing countries like Indonesia. Therefore, this study aimed to validate the Indonesian version of the Computational Thinking Scale (CTS) and determine the CT skill level of high school students majoring in science. This study was conducted using a quantitative approach with a cross-sectional survey design. Participants were purposively selected based on certain criteria from a population of high schools in Yogyakarta, Indonesia. In this study, data were collected from 526 students with 19 items of CTS questionnaires and analysed using the Rasch model measurement. The findings showed that the adapted CTS met the fit criteria based on Rasch model measurement, except for one item. Based on the logit mean value of +1.69, the level of students' CT ability falls into the good category, where the most frequently implemented aspect is the problem-solving aspect, while the least frequently implemented aspect is algorithmic thinking. According to Differential Item Function analysis, there were differences in student responses based on coding experience. This study is expected to contribute to the field of CT assessment in science education. In addition, the results of this study can be an affirmation for educational policy makers in developing countries to integrate CT into the curriculum of natural science majors.

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Section: Introductionmentioning

confidence: 99%

Computational Thinking Skill Level of Senior High School Students Majoring in Natural Science

Huda,

Rohaeti

2024

IJLTER

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“…This then makes applications practical to be used because as long the users have digital devices, such as smartphones, tablets, laptops etc., they can operate them anywhere and at any time. To put it simply, application is a program that is ready for use anytime and made to carry out various functions for its targeted users [24].…”

Section: Introductionmentioning

confidence: 99%

Developing STEM autonomous learning city map application to improve critical thinking skills of primary school teacher education students

Hermita,

Alim,

Putra

et al. 2023

P Sci Edu

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The problem and the aim of the study. Critical thinking is one of the skills that is needed in the current Industry 4.0 era. In PISA 2019, Indonesia is ranked 71st with an average score of 396 points in science performance, which is still classified as low. Therefore, a solution is needed in order to enhance the critical thinking skills of Indonesian students. Integrating technology in the classroom is important in today’s learning. Using technology-based learning media makes it possible for teachers to upgrade and improve the learner-centeredness of their lessons. One of these technology-based media is an application. Seeing how common and usual it is for students to use digital devices and internet in everyday life, the researchers then decided to develop an android-based application called "STEM Autonomous Learning City Map" which aims to facilitate students to learn actively and independently in order to improve their critical thinking skills. With this application, students are expected to face problems they are encountered and find solutions on their own. Research methods. This research was carried out at the PSTE study program, FKIP, Universitas Riau in the even semester of 2021/2022. Using Research and Development (R&D) design, this research applied the ADDIE model which consists of five stages (Analysis, Design, Development, Implementation, Evaluation). At the Development stage, a validation test was conducted with a media expert to determine whether the product that has been developed is appropriate for use or not. Then at the Implementation stage, a field trial was carried out with the subject of 60 PSTE students at Universitas Riau. Owing to this, the type of data obtained in this research is both qualitative and quantitative. Results. The result of the validation test by media expert gained an average score of 79.19, which can be categorized as valid. Then data analysis at the Implementation stage using the Paired Sample T-Test via SPSS found an Asymp (Sig. 2-tailed) value of 0.006, which is less than 0.05. This implies that there is an improvement of mean score in the post-test done by the students. For this reason, it can be concluded that the STEM Autonomous Learning City Map application is valid and feasible to be used as a learning medium, and has a positive influence on students’ critical thinking skills. Conclusion. The STEM Autonomous Learning City Map application that has been developed is valid and appropriate to be used as a medium in the learning process. In addition, based on the results of the paired sample t-test, this application is also proven able to improve students' critical thinking skills. This can be seen from the increase in the average score of students after learning using this application.

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Development of Computational Thinking through STEM Activities for the Promotion of Gender Equality

Paucar-Curasma,

Cerna-Ruiz,

Acra-Despradel

et al. 2023

Sustainability

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In the article, the authors evaluate the computational thinking skills according to gender of a group of male and female students of industrial engineering and systems engineering from universities located in the Andean region of Peru; the five key skills were evaluated: abstraction, decomposition, generalization, algorithmic design, and evaluation. To strengthen computational thinking, activities related to agriculture, livestock, the environment, safety, and education were proposed, which are of interest to the community where the students live. The research methodology followed is quasi-experimental of the post-test type with intentional non-probabilistic sampling. During the development of the activities, the students used microcontrollers, sensors, and actuators; thus, they also used block-based programming to implement hardware and software prototypes. The results have shown, according to the inferential analysis, that there are no significant differences between male and female students in any of the computational thinking skills. These results were due to the educational strategy applied in the development of STEM activities, which focused on solving real problems in the student community and generated the same enthusiasm in female and male students compared to other activities that only generated motivation in male students.

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Indonesian Undergraduate Students’ Perception of Their Computational Thinking Ability

Cited by 4 publications

References 29 publications

Computational Thinking Skill Level of Senior High School Students Majoring in Natural Science

Computational Thinking Skill Level of Senior High School Students Majoring in Natural Science

Developing STEM autonomous learning city map application to improve critical thinking skills of primary school teacher education students

Development of Computational Thinking through STEM Activities for the Promotion of Gender Equality

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