Integration of Computational Thinking in Mathematics Education in Indonesia
I Made Suarsana, Dadan Dasari, Elah Nurlaelah · Atlantis highlights in social sciences, education and humanities/Atlantis Highlights in Social Sciences, Education and Humanities · 2024
Computational thinking (CT) has attracted the attention of many parties after it was popularized by Wing in 2006 and was determined to be one of the 21st century skills.Various countries, including Indonesia, have begun to respond to the issue by integrating CT into the education curriculum.In 2018, CT be-came the competency of choice at the junior and senior high school levels, only in 2022, CT became a mandatory competency taught in informatics les-sons (junior high school, junior high school) and integrated into learning mathematics (elementary school).The direction of educational policy deter-mines the direction of CT research and development and vice versa.This study aimed to carry out a systematic review of the literature on the integration of CT in mathematics education in Indonesia by focusing on the review of the CT-based learning approach used and the relationship between CT and mathematical thinking aspects.The literature studied was sourced from the Scopus, Eric, and Sinta databases.Of the 1,276 articles collected, by apply-ing the PRISMA protocol, 22 articles were selected that were relevant to the topic and met the inclusion and exclusion criteria.Analysis of the content of the literature focused on the year of publication, type of research, research subjects, CT framework, context, learning approaches and tools as well as the interrelationships between CT and mathematical thinking.Based on the results of the study, it was found that (1) CT integration research had started to be carried out a lot since 2019 using qualitative methods involving elementary school students, (2) the CT-based learning approach used generally with a task structure approach such as PBL and RME, assisted approaches were also found ICT but had not used programming tools, (3) there was a unidirectional relationship between CT and mathematical problem-solving abilities.