Reflecting on Computational Thinking Studies for High School Education

Abstract

Berpikir komputasional telah diakui sebagai suatu kebutuhan dalam menyelesaikan masalah yang kompleks. Beberapa penelitian telah dilakukan untuk memperkenalkan keterampilan ini ke semua tingkat pendidikan. Penelitian ini bertujuan untuk meninjau penelitian tentang berpikir komputasi pada tingkat sekolah menengah. Khususnya, penelitian ini mengkaji domain penelitian, mengidentifikasi metode-metode untuk memperkenalkan berpikir komputasional, serta konsep-konsep berpikir komputasional yang diajarkan kepada pelajar. Tinjauan literatur sistematik dilakukan untuk mencapai tujuan tersebut. Hasil penelitian menunjukkan: penelitian berpikir komputasional mencakup kajian teori, pengembangan kurikulum, pengukuran, dan pengembangan alat. Kajian teori ditujukan untuk memformulasikan konsep. Selain keterampilan teknis, soft-skills telah dinyatakan sebagai elemen berpikir komputasional. Namun, perhatian untuk melibatkan soft-skills dalam penelitian masih kurang. Sebagian besar penelitian difokuskan pada integrasi berpikir komptasional ke dalam kurikulum. Coding menjadi metode yang paling banyak digunakan untuk mengajarkan berpikir komputasional. Sehingga, algorithmic thinking dan abstraction muncul sebagai keterampilan yang paling sering diajarkan atau diukur. Akhirnya, penelitian ini menggarisbawahi adanya kesenjangan untuk dikaji lebih lanjut yaitu berkaitan dengan pengukuran keterampilan berpikir komputasional dan untuk menyertakan soft-skills pada penelitian berpikir komputasional. Kata Kunci—Berpikir komputasional, Sekolah menengah, Penyelesaian masalah

STEM and STEAM Affects Computational Thinking Skill: A Systematic Literature Review

“…Then the dimension of algorithmic thinking (n=7); [37][38][39][40][41][42]. Algorithms are at the core of computational thinking, which refers to a series of problem-solving processes that help children to think logically [47,48]. Developing algorithmic thinking becomes an important skill needed in implementing STEM [49].…”

“…When viewed between STEM and STEAM, both have differences in terms of "Art", which in fact art is an important thing that we need in STEM and CT activities. Art itself is known as the pedagogy of meaningful social-emotional learning [47]. Art plays a role as an aspect of communication and culture [65], where this will be an attraction and the most important part in Indonesian learning with a very diverse culture.…”

Application of the hybrid learning project STEAMER in science courses for prospective elementary school teachers: Computational thinking and creative thinking

“…Project-based learning has the advantage of improving a person's Computational Thinking Skills (Azmi & Ummah, 2021;Yang et al, 2020); increasing student engagement and ability (Azizah et al, 2023); understanding students (Hudiananingsih et al, 2019); engaging in critical thinking (Muhdhar et al, 2021) and meaningful learning (Çelik et al, 2018); and improving student learning outcomes (Nurbavliyev et al, 2020). The implementation of STEAM-based learning can develop students' creativity, real-world problem solving skills (Katz-Buonincontro, 2018), critical thinking skills (Tabiin, 2020), imagination (Miller et al, 2019), and reflection can develop thinking skills, solve problems, creative and evaluative thinking (Donald, 1983;Razdorskaya, 2015), computational thinking (Nguyen et al, 2020;Sondakh, 2019), and diverse understanding and have positive perceptions in learning fine arts (Susiani et al, 2020). The concept of the STEAMER hybrid learning project learning model is shown in Figure 3.…”

Computational Thinking with Girlguiding

“…As Missiroli and colleagues (Missiroli et al, 2017) point out, educators should not only promote coding skills and provide knowledge, but also give collaboration and teamwork skills to deal with difficult problems which are too hard to be solved individually. Sondakh (2019) acknowledges that soft-skills such as problem-solving, teamwork, communication and collaboration are essential skills required in computational education.…”