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The impact of STEM attitudes and computational thinking on 21st-century via structural equation modelling

International Journal of Evaluation and Research in Education (IJERE) · Vol. 12 No. 2 (2023) · hlm. 571–578

DOI
10.11591/ijere.v12i2.24232
ISSN
2620-5440, 2252-8822
Terbit
2023-06-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Based on the study, computational thinking skills are influenced by science, technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills. However, studies related to STEM attitudes, computational thinking and their impact on 21st-century skills are still very few and limited. The purpose of our study was to examine the impact of STEM attitudes and computational thinking on 21st-century. This research uses a quantitative approach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEM attitude, computational thinking, and 21st-century skills using a questionnaire. The data were analyzed using structural equation modeling techniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computational thinking; and computational thinking has a positive and significant effect on 21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve. These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skills and 21st-century skills, especially in vocational schools.

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  • Yogyakarta State University
  • Universitas Alma Ata
  • State University of Malang
  • Abai Kazakh National Pedagogical University
  • Webster University
  • National Research and Innovation Agency
  • Universitas Sulawesi Barat
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Rekan penulisOrganisasiArtikel bersama
Samsul HadiYogyakarta State University5
Gulzhaina Kuralbayevna KassymovaAbai Kazakh National Pedagogical University3
Edi IstiyonoYogyakarta State University3
Sugiman SugimanYogyakarta State University3
Riki PerdanaYogyakarta State University3
İnsih WilujengYogyakarta State University3
Janu ArlinwibowoNational Research and Innovation Agency2
Bayuk NusantaraYogyakarta State University2
Sumaryanto SumaryantoYogyakarta State University2
Rimajon SotlikovaWebster University2
Purwoko Haryadi SantosoUniversitas Sulawesi Barat2
Jailani JailaniYogyakarta State University2
Firdaus Amruzain Satiranandi WibowoYogyakarta State University2
Muhammad Lintang Damar SaktiYogyakarta State University2
Asma’ Khoirunnisa’Yogyakarta State University2
Angella Ananta BatubaraYogyakarta State University2
Miftah Okta BerlianYogyakarta State University2
Zulfa Safina IbrahimYogyakarta State University2
Slamet SuyantoYogyakarta State University2
Badrun KartowagiranYogyakarta State University2
Wahyu SetyaningrumYogyakarta State University2
Kazuhiro AoyamaAichi University of Education2
Harun HarunYogyakarta State University2
An-Nisa AprianiUniversitas Alma Ata2
Yusinta Dwi AriyaniUniversitas Alma Ata2
Lantip Diat PrasojoYogyakarta State University1
Edy Bambang IrawanState University of Malang1
Abdur Rahman As’ariState University of Malang1
Purwanto PurwantoState University of Malang1
Cholis Sa’dijahState University of Malang1
Susiswo SusiswoState University of Malang1
Mujiyem SaptiUniversitas Muhammadiyah Purworejo1
Elmaini ElmainiAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The impact of STEM attitudes and computational thinking on 21st-century via structural equation modelling</dc:title>
	<dc:creator>Richardo, Rino</dc:creator>
	<dc:creator>Dwiningrum, Siti Irene Astuti</dc:creator>
	<dc:creator>Wijaya, Ariyadi</dc:creator>
	<dc:creator>Retnawati, Heri</dc:creator>
	<dc:creator>Wahyudi, Andi</dc:creator>
	<dc:creator>Sholihah, Dyahsih Alin</dc:creator>
	<dc:creator>Hidayah, Khasanah Nur</dc:creator>
	<dc:subject xml:lang="en-US">21st-century skills; Computational thinking; SEM; STEM</dc:subject>
	<dc:description xml:lang="en-US">Based on the study, computational thinking skills are influenced by science, technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills. However, studies related to STEM attitudes, computational thinking and their impact on 21st-century skills are still very few and limited. The purpose of our study was to examine the impact of STEM attitudes and computational thinking on 21st-century. This research uses a quantitative approach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEM attitude, computational thinking, and 21st-century skills using a questionnaire. The data were analyzed using structural equation modeling techniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computational thinking; and computational thinking has a positive and significant effect on 21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve. These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skills and 21st-century skills, especially in vocational schools.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-06-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/24232</dc:identifier>
	<dc:identifier>10.11591/ijere.v12i2.24232</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 12, No 2: June 2023; 571-578</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v12i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/24232/13556</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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