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Association between mathematical ability and computational thinking dimensions in vocational students using Bebras tasks

Journal on Mathematics Education · Vol. 17 No. 2 (2026) · hlm. 465–506

DOI
10.22342/jme.v17i2.pp465-506
ISSN
2407-0610, 2087-8885
Terbit
2026-05-20
Penerbit
Indonesian Mathematical Society
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Computational thinking (CT) has emerged as an essential twenty-first-century competency for Industry 4.0; however, its relationship with mathematical ability in vocational education remains insufficiently examined. This study investigated the association between mathematical ability and five dimensions of CT among 55 tenth-grade manufacturing and engineering students enrolled in Center of Excellence Vocational High Schools in Bali, Indonesia. Employing an explanatory sequential mixed-methods design, CT was assessed using Bebras Challenge tasks, whereas mathematical ability was measured through students’ mathematics achievement scores. Quantitative findings revealed a very strong positive correlation between mathematical ability and overall CT performance (r =.839, p

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  • Indonesia University of Education
  • Muhammadiyah University of Surakarta
  • Universitas Pendidikan Ganesha
  • Sebelas Maret University
  • INTI International University
  • Universitas Bina Darma
  • Islamic University of Riau
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Rekan penulisOrganisasiArtikel bersama
Lukman Hakim MuhaiminIndonesia University of Education5
Sani SaharaIndonesia University of Education2
Muhammad Noor KholidMuhammadiyah University of Surakarta2
İmam SujadiSebelas Maret University2
Yuli Bangun NursantiAfiliasi tidak diketahui2
Hasti RobiasihUniversity of Sarjanawiyata Tamansiswa2
I Nyoman Bagus PramarthaAfiliasi tidak diketahui2
Ni Putu Santhi WidiasihUniversitas Pendidikan Ganesha1
I Nengah SupartaUniversitas Pendidikan Ganesha1
Laila FitrianaSebelas Maret University1
Maarten DolkUtrecht University1
Tri Atmojo KusmayadiAfiliasi tidak diketahui1
Dadang JuandiIndonesia University of Education1
Didi SuryadiIndonesia University of Education1
Jarnawi Afgani DahlanIndonesia University of Education1
Riyan HidayatUniversiti Putra Malaysia1
Yousef WardatHigher Colleges of Technology1
Choo Wou OnnINTI International University1
Masithoh Ummi Nur ‘AlimahAfiliasi tidak diketahui1
Muhammad IlhamInstitut Agama Islam Negeri Kendari1
Vahid Norouzi LarsariCharles University1
Nia KaniaUniversitas Majalengka1
Kristóf FenyvesiUniversity of Jyväskylä1
Swasti MaharaniUniversitas PGRI Madiun1
Amelinda WidyasariMuhammadiyah University of Surakarta1
Yoga Tegar SantosaMuhammadiyah University of Surakarta1
Yulia Maftuhah HidayatiMuhammadiyah University of Surakarta1
Muhammad IkramState University of Makassar1
Agung Putra WijayaLampung University1
Anggit PrabowoUniversitas Ahmad Dahlan1
Sunda ArianaUniversitas Bina Darma1
Sulaiman HelmiUniversitas Bina Darma1
Malik CahyadinSebelas Maret University1
Mashal AlqudahAfiliasi tidak diketahui1

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Sumber metadata: Crossref API (cadangan, berdasarkan ISSN) https://api.crossref.org/journals/2407-0610/works, pertama di-harvest 28 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata sebagai oai_dc, dikonversi dari Crossref
<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/"><dc:title>Association between mathematical ability and computational thinking dimensions in vocational students using Bebras tasks</dc:title><dc:creator>Angraini, Lilis Marina</dc:creator><dc:creator>Suarsana, I Made</dc:creator><dc:creator>Hendriyanto, Agus</dc:creator><dc:creator>Wahyuni, Astri</dc:creator><dc:creator>Dewi, Deshinta Arrova</dc:creator><dc:description>&lt;jats:p&gt;Computational thinking (CT) has emerged as an essential twenty-first-century competency for Industry 4.0; however, its relationship with mathematical ability in vocational education remains insufficiently examined. This study investigated the association between mathematical ability and five dimensions of CT among 55 tenth-grade manufacturing and engineering students enrolled in Center of Excellence Vocational High Schools in Bali, Indonesia. Employing an explanatory sequential mixed-methods design, CT was assessed using Bebras Challenge tasks, whereas mathematical ability was measured through students’ mathematics achievement scores. Quantitative findings revealed a very strong positive correlation between mathematical ability and overall CT performance (r = .839, p &amp;lt; .001), with mathematical ability statistically explaining 70.4% of the variance in CT scores; nevertheless, this cross-sectional estimate should be interpreted as correlational rather than causal. Strong correlations were identified for pattern recognition, algorithmic thinking, abstraction, and debugging, whereas the association with decomposition was not statistically significant. Students with high mathematical ability demonstrated proficiency across all CT dimensions, while students with lower mathematical ability encountered substantial difficulties particularly in abstraction and debugging. Qualitative analysis further indicated that high-ability students applied systematic decomposition and iterative debugging strategies, whereas low-ability students were unable to generalize patterns or construct algorithms despite demonstrating adequate decomposition skills. These findings underscore the importance of strengthening mathematical foundations to foster Industry 4.0 competencies in vocational education and workforce readiness.&lt;/jats:p&gt;</dc:description><dc:publisher>Indonesian Mathematical Society</dc:publisher><dc:date>2026-05-20</dc:date><dc:type>info:eu-repo/semantics/article</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://doi.org/10.22342/jme.v17i2.pp465-506</dc:identifier><dc:identifier>10.22342/jme.v17i2.pp465-506</dc:identifier><dc:source>Journal on Mathematics Education; Vol 17 No 2 (2026); 465-506</dc:source><dc:source>2407-0610</dc:source><dc:source>2087-8885</dc:source><dc:relation>https://jme.ejournal.unsri.ac.id/index.php/jme/article/download/4023/415</dc:relation><dc:rights>https://creativecommons.org/licenses/by/4.0</dc:rights></oai_dc:dc>