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Integrating computational thinking into high school mathematics.

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Title: Integrating computational thinking into high school mathematics.
Authors: Kayyis, Abdurrahman Al, Tohir, Mohammad, Maswar, Maswar, Saiful, Saiful, Atikurrahman, Moh., Asyari, Dian Noer, Sandra, Lovi
Source: AIP Conference Proceedings; 2025, Vol. 3372 Issue 1, p1-13, 13p
Subject Terms: MATHEMATICS, MIXED methods research, CRITICAL thinking, CREATIVE thinking, COMPUTER literacy, LOGIC, ANALYTICAL skills, ACHIEVEMENT tests
Abstract: Computational thinking is a relatively new term but has become popular and widely accepted among High School Students. This study aims to identify the impact of integrating mathematics and computational thinking in improving students' mathematical thinking skills. The research method used is mixed methods; quantitative methods are applied to analyze the results of learning achievement tests, while qualitative methods are applied through observation and interviews. This study involved students of State Senior High School 1 Asembagus consisting of two groups of students, namely the experimental group and the control group, each group of 20 students. The test result data from both groups were analyzed using descriptive statistics and then tested for normality and homogeneity of variance. The results of the study indicate that (1) The integration of computational thinking in mathematics learning can not only improve mathematical thinking skills but can also build creative and critical thinking skills; (2) The integration of mathematics and computational thinking can significantly improve 21st-century skills in the High School curriculum; (3) The statistical results showed that was the significance of Sig. (2-tailed) is 0.061 > 0.05; then it can be concluded that there is no significant difference between the average computational thinking post-test of students in the experimental group and the control group, even though the two methods used have different influences on students' computational thinking results; and (4) The percentage of achievement of computational thinking indicators in solving mathematical problems for student groups in the high (55%), medium (30%), and low (15%) categories each met four indicators, three indicators, and two indicators, respectively. Therefore, teachers are expected to continuously provide practice questions to students so they are always motivated to use computational thinking skills when solving mathematical problems. [ABSTRACT FROM AUTHOR]
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Database: Complementary Index
Description
Abstract:Computational thinking is a relatively new term but has become popular and widely accepted among High School Students. This study aims to identify the impact of integrating mathematics and computational thinking in improving students' mathematical thinking skills. The research method used is mixed methods; quantitative methods are applied to analyze the results of learning achievement tests, while qualitative methods are applied through observation and interviews. This study involved students of State Senior High School 1 Asembagus consisting of two groups of students, namely the experimental group and the control group, each group of 20 students. The test result data from both groups were analyzed using descriptive statistics and then tested for normality and homogeneity of variance. The results of the study indicate that (1) The integration of computational thinking in mathematics learning can not only improve mathematical thinking skills but can also build creative and critical thinking skills; (2) The integration of mathematics and computational thinking can significantly improve 21st-century skills in the High School curriculum; (3) The statistical results showed that was the significance of Sig. (2-tailed) is 0.061 > 0.05; then it can be concluded that there is no significant difference between the average computational thinking post-test of students in the experimental group and the control group, even though the two methods used have different influences on students' computational thinking results; and (4) The percentage of achievement of computational thinking indicators in solving mathematical problems for student groups in the high (55%), medium (30%), and low (15%) categories each met four indicators, three indicators, and two indicators, respectively. Therefore, teachers are expected to continuously provide practice questions to students so they are always motivated to use computational thinking skills when solving mathematical problems. [ABSTRACT FROM AUTHOR]
ISSN:0094243X
DOI:10.1063/5.0299179