Computational Thinking Skill Level of Senior High School Students Majoring in Natural Science

Publication type: Original Article
Year: January 2024
Author: Nur Huda, Eli Rohaeti
Journal name: International Journal of Learning Teaching and Educational Research
DOI: 10.26803/ijlter.23.1.17

Abtract:

Computational thinking (CT) is a skill integrated into various curricula in many countries. However, lack of student acceptance and limited assessment become challenges to integrating skill into the curriculum, specifically in developing countries like Indonesia. Therefore, this study aimed to validate the Indonesian version of the Computational Thinking Scale (CTS) and determine the CT skill level of high school students majoring in science. This study was conducted using a quantitative approach with a cross-sectional survey design. Participants were purposively selected based on certain criteria from a population of high schools in Yogyakarta, Indonesia. In this study, data were collected from 526 students with 19 items of CTS questionnaires and analysed using the Rasch model measurement. The findings showed that the adapted CTS met the fit criteria based on Rasch model measurement, except for one item. Based on the logit mean value of +1.69, the level of students’ CT ability falls into the good category, where the most frequently implemented aspect is the problem-solving aspect, while the least frequently implemented aspect is algorithmic thinking. According to Differential Item Function analysis, there were differences in student responses based on coding experience. This study is expected to contribute to the field of CT assessment in science education. In addition, the results of this study can be an affirmation for educational policy makers in developing countries to integrate CT into the curriculum of natural science majors.

Abstrak (Indonesia):

Berpikir komputasional (BK) adalah keterampilan yang diintegrasikan ke dalam berbagai kurikulum di banyak negara. Namun, kurangnya penerimaan siswa dan penilaian yang terbatas menjadi tantangan dalam mengintegrasikan keterampilan ini ke dalam kurikulum, khususnya di negara berkembang seperti Indonesia. Oleh karena itu, penelitian ini bertujuan untuk memvalidasi Computational Thinking Scale (CTS) versi Indonesia dan mengetahui tingkat keterampilan CT siswa SMA jurusan IPA. Penelitian ini dilakukan dengan menggunakan pendekatan kuantitatif dengan desain survei cross-sectional. Partisipan dipilih secara purposif berdasarkan kriteria tertentu dari populasi sekolah menengah atas di Yogyakarta, Indonesia. Dalam penelitian ini, data dikumpulkan dari 526 siswa dengan 19 item kuesioner CTS dan dianalisis menggunakan pengukuran model Rasch. Hasil penelitian menunjukkan bahwa CTS yang diadaptasi memenuhi kriteria kecocokan berdasarkan pengukuran model Rasch, kecuali satu item. Berdasarkan nilai logit mean sebesar +1.69, tingkat kemampuan CT siswa termasuk dalam kategori baik, dimana aspek yang paling sering diimplementasikan adalah aspek pemecahan masalah, sedangkan aspek yang paling jarang diimplementasikan adalah berpikir algoritmik. Berdasarkan analisis Differential Item Function, terdapat perbedaan respon siswa berdasarkan pengalaman pengkodean. Penelitian ini diharapkan dapat memberikan kontribusi pada bidang asesmen CT dalam pendidikan sains. Selain itu, hasil penelitian ini dapat menjadi penegasan bagi para pengambil kebijakan pendidikan di negara berkembang untuk mengintegrasikan CT ke dalam kurikulum jurusan IPA.

Cara Sitasi:

Huda, N., & Rohaeti, E. (2024). Computational Thinking Skill Level of Senior High School Students Majoring in Natural Science. International Journal of Learning Teaching and Educational Research, 21(1), 339-359. http://dx.doi.org/10.26803/ijlter.23.1.17