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Research Trends Of Computational Thinking For Advancing Sustainable Development Goals (SDGs) In Science Learning: Bibliometric Analysis

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 2 (2025)

DOI
10.15294/jpii.v14i2.23645
ISSN
2089-4392, 2339-1286
Published
2025-06-30
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Computational Thinking (CT) emerged as a crucial competency that bridges digital literacy and scientific problem solving in the context of achieving Sustainable Development Goal (SDG) 4 on quality education. However, the model of integrating CT in science learning is still poorly explored, hindering progress towards SDG Targets 4.4 (technical skills) and 4.7 (scientific literacy). This study is the first bibliometric analysis to map the trends of CT research in science learning (2021–2023) through Scopus. The novelty lies in the identification of global collaboration patterns, knowledge gaps, and research priorities that are aligned with the 2030 Agenda. Three research questions were guided: (1) Publication distribution, (2) Dominant journals and subject areas, (3) Keyword dynamics/co-occurrence networks. Data retrieved from Scopus using the strings TITLE-ABS-KEY("Computational Thinking" AND "Science Education/Learning") (47 articles, open access, 2021–2023). Analysis techniques include: Performance analysis (publication/citation metrics), Science mapping (author affiliation), Network analysis (keyword grouping via VOSviewer). Key findings show: (1) Peak publication in 2022 (19 articles), (2) Education Sciences (Q1) as the top journal (7 articles), (3) Dominance of Social Sciences (43 articles) and Computer Science (21), (4) Most cited articles: Lodi & Martini (2021; 43 citations), (5) Main keywords: Computational Thinking (27 appearances), Computer Science Education (15), (6) US-led geographic contributions (>20 publications), (7) Co-occurrence analysis reveals that Scratch (a block-based application) is a less researched CT tool (3 occurrences) than technical languages such as Python. CT integration improves science literacy but is constrained by teacher training gaps (SDG 4.c) and access to resources. The scarcity of research on gamified tools like Scratch signals a critical innovation gap. This study provides an evidence-based roadmap to prioritize teacher professional development, scale accessible CT tools (e.g., Scratch) for science education, and direct future research toward SDG-aligned classroom-based practices.

Keywords

Collaboration network of the authors

10 authors · 25 co-authorship links · 9 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Gorontalo
  • Universitas Islam Negeri Sultan Amai Gorontalo
  • Esil University
  • Institute of Technology of Cambodia
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Abdul Haris OdjaState University of Gorontalo1
Ratha DoungInstitute of Technology of Cambodia1
Masrid PikoliState University of Gorontalo1
Rasid YunusState University of Gorontalo1
Wahyu Mu’zizat MohamadState University of Gorontalo1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Research Trends Of Computational Thinking For Advancing Sustainable Development Goals (SDGs) In Science Learning: Bibliometric Analysis</dc:title>
	<dc:creator xml:lang="en">Alfian Erwinsyah</dc:creator>
	<dc:creator xml:lang="en">Yusuf, Frida Maryati</dc:creator>
	<dc:creator xml:lang="en">Laliyo, Lukman A.R</dc:creator>
	<dc:creator xml:lang="en">Mursalin</dc:creator>
	<dc:creator xml:lang="en">Inga Riumkina</dc:creator>
	<dc:subject xml:lang="en">Bibliometric</dc:subject>
	<dc:subject xml:lang="en">Computational Thinking</dc:subject>
	<dc:subject xml:lang="en">Science Learning</dc:subject>
	<dc:subject xml:lang="en">Scopus Database </dc:subject>
	<dc:subject xml:lang="en">SDGs</dc:subject>
	<dc:description xml:lang="en">Computational Thinking (CT) emerged as a crucial competency that bridges digital literacy and scientific problem solving in the context of achieving Sustainable Development Goal (SDG) 4 on quality education. However, the model of integrating CT in science learning is still poorly explored, hindering progress towards SDG Targets 4.4 (technical skills) and 4.7 (scientific literacy). This study is the first bibliometric analysis to map the trends of CT research in science learning (2021–2023) through Scopus. The novelty lies in the identification of global collaboration patterns, knowledge gaps, and research priorities that are aligned with the 2030 Agenda. Three research questions were guided: (1) Publication distribution, (2) Dominant journals and subject areas, (3) Keyword dynamics/co-occurrence networks. Data retrieved from Scopus using the strings TITLE-ABS-KEY("Computational Thinking" AND "Science Education/Learning") (47 articles, open access, 2021–2023). Analysis techniques include: Performance analysis (publication/citation metrics), Science mapping (author affiliation), Network analysis (keyword grouping via VOSviewer). Key findings show: (1) Peak publication in 2022 (19 articles), (2) Education Sciences (Q1) as the top journal (7 articles), (3) Dominance of Social Sciences (43 articles) and Computer Science (21), (4) Most cited articles: Lodi &amp;amp; Martini (2021; 43 citations), (5) Main keywords: Computational Thinking (27 appearances), Computer Science Education (15), (6) US-led geographic contributions (&amp;gt;20 publications),  (7) Co-occurrence analysis reveals that Scratch (a block-based application) is a less researched CT tool (3 occurrences) than technical languages such as Python. CT integration improves science literacy but is constrained by teacher training gaps (SDG 4.c) and access to resources. The scarcity of research on gamified tools like Scratch signals a critical innovation gap. This study provides an evidence-based roadmap to prioritize teacher professional development, scale accessible CT tools (e.g., Scratch) for science education, and direct future research toward SDG-aligned classroom-based practices.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/23645</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i2.23645</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 2 (2025): June 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/23645/4686</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>