The synthesis reveals that integrating CT into mathematics instructions yields significant positive impacts at elementary, junior, and senior high school levels, highlighting the urgent need for continuous teacher professional development and standardized CT assessment tools.
The integration of CT serves as a vital bridge to transform mathematics pedagogy into a more explorative and meaningful experience, highlighting the urgent need for continuous teacher professional development and standardized CT assessment tools.
Adi Janes Ngingi, Ariyadi Wijaya, Fitriana Yuli Saptaningtyas· MATHEMA: JURNAL PENDIDIKAN M...· 0 citations
The synthesis of the 20 selected articles shows that CT and DL have a mutually reinforcing relationship in supporting students' development of critical thinking, problem-solving, and technological literacy, but its implementation remains dominated in STEM and basic education, while in economic education, it remains lim...
Deitawati Dalughu, Susanti Kurniawati, D. Disman· International Journal of Soc...· 0 citations
The findings show that CT research remains focused on measurement and assessment, while pedagogical approaches, creativity, teacher education, and elementary mathematics education are less explored, highlighting the need for systematic, contextual approaches that connect CT processes with meaningful mathematics learnin...
Kufita Rachman, N. Andrijati· Jurnal Riset dan Inovasi Pem...· 0 citations
The results show that in science education, instead of a focus on programming and coding, CT is used as a pedagogical tool for the scientific practices and models of science and for inquiry-based learning of science.
The findings showed that students’ CT abilities varied across decomposition, abstraction, pattern recognition, and algorithmic thinking, which showed that students’ CT abilities varied across decomposition, abstraction, pattern recognition, and algorithmic thinking.
Muhammad Jibran Al'fauzi, M. D. Pamungkas, Arifta Nurjanah· Jurnal Pendidikan MIPA· 0 citations
Learning interest was associated with variations in students’ mathematical computational thinking in statistics, highlighting the importance of instructional approaches that concurrently foster learning interest and strengthen students’ computational thinking capabilities in mathematical problem solving.
Nofia Tri Jayanti, I. Nuriadin· Journal of Research in Scien...· 0 citations
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