Evaluating Computational Thinking and Its Influencing Factors in Vocational Mathematics Learning

Abstract

Computational thinking (CT) is an important competency for vocational high school students because it supports systematic problem-solving in mathematics and vocational contexts. This study aimed to describe the CT ability profile of tenth-grade students at SMK Citra Medika Kota Magelang and identify the factors influencing it. This study used a descriptive qualitative approach. The participants were 30 students of Class X Nursing 4, and six students were selected as main subjects through purposive sampling based on high, medium, and low CT ability categories. Data were collected through a CT ability test, an open-ended questionnaire, and interviews. Data validity was examined using triangulation, while data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that students’ CT abilities varied across decomposition, abstraction, pattern recognition, and algorithmic thinking. High-category students met all indicators; medium-category students met most indicators but still struggled with algorithmic thinking; and low-category students struggled with abstraction, pattern recognition, and algorithmic thinking. CT ability was associated with prerequisite mathematical knowledge, learning motivation, learning independence, learning environment, and learning resources. Keywords: contextual problems, computational thinking, health context, mathematics learning, vocational high school.