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Computational Thinking and Mathematical Problem Solving in Madrasah Tsanawiyah Students

Jurnal Pendidikan Islam · Vol. 12 No. 1 (2025) · hlm. 75–88

DOI
10.15575/jpi.v12i1.42091
ISSN
2460-8149, 2355-4339
Terbit
2025-09-21
Penerbit
The Faculty of Tarbiyah and Teacher Training associated with PSPII
Bahasa
eng

Abstrak

The integration of computational thinking into mathematics learning is increasingly important in preparing students for problem-solving in the digital era, and visual programming tools such as Flowgorithm offer potential pedagogical support. This study analyzes the effect of Flowgorithm-assisted instruction on students’ computational thinking skills and mathematical problem-solving abilities. A quasi-experimental pretest–posttest control group design was employed and implemented in two phases: a programming phase and a mathematics learning phase. The population consisted of all eighth-grade students at Madrasah Tsanawiyah in Bali Province, Indonesia, from which 34 students were selected using cluster random sampling (20 in the experimental group and 14 in the control group). Data on computational thinking and mathematical problem-solving abilities were collected using achievement tests and analyzed using MANCOVA, followed by post hoc tests, with effect sizes reported using partial eta squared. The findings reveal significant differences between the experimental and control groups, with post hoc analysis indicating that Flowgorithm-assisted mathematics learning significantly improved students’ computational thinking skills, while no significant difference was found in mathematical problem-solving abilities. Despite a non-significant effect on problem-solving, the integration of Flowgorithm showed no negative impact, suggesting that Flowgorithm-assisted instruction can be a viable approach for embedding computational thinking concepts into mathematics curricula and instructional practices.

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  • Indonesia University of Education
  • Universitas Jambi
  • Universitas Djuanda
  • Universitas Pendidikan Ganesha
  • University of Timor
  • Taylor's University
  • Tadulako University
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Rekan penulisOrganisasiArtikel bersama
Sufyani PrabawantoIndonesia University of Education11
Jarnawi Afgani DahlanIndonesia University of Education10
Dadan DasariIndonesia University of Education10
Turmudi TurmudiIndonesia University of Education9
Risti RagadhitaIndonesia University of Education7
Dwi Fitria Al HusaeniIndonesia University of Education6
Darhim DarhimIndonesia University of Education6
Abdulkareem Sh. Mahdi Al‐ObaidiTaylor's University5
Dwi Novia Al HusaeniIndonesia University of Education5
Dilham FardianIndonesia University of Education4
Wahyudin WahyudinTadulako University4
Dadang JuandiIndonesia University of Education4
Sosiawan NusiferaUniversitas Jambi3
Meli FiandiniIndonesia University of Education3
Muji SetiyoUniversitas Muhammadiyah Magelang3
Muhammad Roil BiladUniversiti Brunei Darussalam3
Patrisius Afrisno UdilIndonesia University of Education3
Yaya Sukjaya KusumahIndonesia University of Education3
Dian UsdiyanaIndonesia University of Education3
Aan HasanahIndonesia University of Education2
Siti Pupu FauziahUniversitas Djuanda2
Martin RoestamyUniversitas Djuanda2
Irman SuhermanUniversitas Djuanda2
Nadiatun FirdaIndonesia University of Education2
Budiyati IchwanUniversitas Jambi2
Khairunnisa KhairunnisaIndonesia University of Education2
Qania Agustika SiagianAfiliasi tidak diketahui2
Qania Agustika SiagianIndonesia University of Education2
Didi SuryadiAfiliasi tidak diketahui2
Eritha Dewi FebriantyAfiliasi tidak diketahui2
Jozua SabandarIndonesia University of Education2
Agus HendriyantoIndonesia University of Education2

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Computational Thinking and Mathematical Problem Solving in Madrasah Tsanawiyah Students</dc:title>
	<dc:creator>Suarsana, I Made</dc:creator>
	<dc:creator>Herman, Tatang</dc:creator>
	<dc:creator>Nurlaelah, Elah</dc:creator>
	<dc:creator>Suryadi, Didi</dc:creator>
	<dc:creator>Irianto, Irianto</dc:creator>
	<dc:creator>Jupri, Al</dc:creator>
	<dc:creator>Nandiyanto, Asep Bayu Dani</dc:creator>
	<dc:creator>Ahzan, Zulkaidah Nur</dc:creator>
	<dc:subject xml:lang="en-US">computational thinking</dc:subject>
	<dc:subject xml:lang="en-US">Flowgorithm</dc:subject>
	<dc:subject xml:lang="en-US">problem-solving</dc:subject>
	<dc:subject xml:lang="en-US">programming</dc:subject>
	<dc:subject xml:lang="en-US">Madrasah</dc:subject>
	<dc:description xml:lang="en-US">The integration of computational thinking into mathematics learning is increasingly important in preparing students for problem-solving in the digital era, and visual programming tools such as Flowgorithm offer potential pedagogical support. This study analyzes the effect of Flowgorithm-assisted instruction on students’ computational thinking skills and mathematical problem-solving abilities. A quasi-experimental pretest–posttest control group design was employed and implemented in two phases: a programming phase and a mathematics learning phase. The population consisted of all eighth-grade students at Madrasah Tsanawiyah in Bali Province, Indonesia, from which 34 students were selected using cluster random sampling (20 in the experimental group and 14 in the control group). Data on computational thinking and mathematical problem-solving abilities were collected using achievement tests and analyzed using MANCOVA, followed by post hoc tests, with effect sizes reported using partial eta squared. The findings reveal significant differences between the experimental and control groups, with post hoc analysis indicating that Flowgorithm-assisted mathematics learning significantly improved students’ computational thinking skills, while no significant difference was found in mathematical problem-solving abilities. Despite a non-significant effect on problem-solving, the integration of Flowgorithm showed no negative impact, suggesting that Flowgorithm-assisted instruction can be a viable approach for embedding computational thinking concepts into mathematics curricula and instructional practices.</dc:description>
	<dc:publisher xml:lang="en-US">The Faculty of Tarbiyah and Teacher Training associated with PSPII</dc:publisher>
	<dc:date>2025-09-21</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-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/jpi/article/view/42091</dc:identifier>
	<dc:identifier>10.15575/jpi.v12i1.42091</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Islam; Vol. 12 No. 1 (2026): Jurnal Pendidikan Islam; 75-88</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Pendidikan Islam; Vol 12 No 1 (2026): Jurnal Pendidikan Islam; 75-88</dc:source>
	<dc:source>2460-8149</dc:source>
	<dc:source>2355-4339</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/jpi/article/view/42091/15193</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Jurnal Pendidikan Islam</dc:rights>
</oai_dc:dc>