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Penguatan Implementasi Computational Thinking dalam Pembelajaran Sains Bagi Guru-Guru Sekolah Indonesia Kuala Lumpur

BERDAYA Indonesian Journal of Community Empowerment · Vol. 3 No. 2 (2024) · pp. 53–59

ISSN
2808-2133
Published
2024-12-31
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

The essential 21st-century skills, including collaboration, communication, creativity, and critical thinking, are valuable when combined with computational thinking (CT) skills. Teachers at Sekolah Indonesia Kuala Lumpur (SIKL) need to be capable of implementing CT in their teaching. Since CT is relatively new to the learning environment at SIKL, the implementation of CT in science education needs to be strengthened, particularly for science teachers at SIKL. The issue to be addressed is empowering teachers to implement CT in science teaching at SIKL. The partner’s problem-solving method is based on a facilitation-based Action Learning model. This facilitation-based action learning is divided into three stages: preparation, implementation, and evaluation. The activities include programmed workshops and discussions to understand CT, its importance as a fundamental skill across subjects in today’s and future digital era, and the need for SIKL teachers to acquire foundational CT skills. In addition to workshops and discussions, support was provided in the form of workshops for practicing CT integration and evaluating it within science education. This activity involved 30 SIKL teachers from various levels and subject areas. Before the training, only 45% of participants understood CT concepts, and only a few had applied CT, but afterward, 80% of teachers were able to integrate CT into their teaching. Intensive support in planning, implementing, and evaluating CT-based learning had a significant positive impact. Despite challenges due to the participants' diverse educational backgrounds, the facilitation-based Action Learning method proved effective in addressing these differences and enhancing active participation. This initiative is expected to serve as a starting point for broader CT implementation within SIKL.

Keywords

Collaboration network of the authors

40 authors · 207 co-authorship links · 25 across different organisations · showing the 40 most connected

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

  • State University of Semarang
  • Universitas Nahdlatul Ulama Blitar
  • Universitas Airlangga
  • National Research and Innovation Agency
  • Universitas Balikpapan
  • Hasanuddin University
  • Sekolah Tinggi Ilmu Tarbiyah Hamzah Al-Fansuri Sibolga Barus
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Ani RusilowatiState University of Semarang17
Sunyoto Eko NugrohoState University of Semarang8
Bambang SubaliAffiliation unknown6
Dwi YuliantiState University of Semarang6
Agus YuliantoAffiliation unknown6
Sulhadi SulhadiAffiliation unknown6
Arif WidiyatmokoState University of Semarang5
Teguh DarsonoAffiliation unknown4
Siti WahyuniAffiliation unknown4
Suharto LinuwihAffiliation unknown4
Kartono KartonoUniversitas Airlangga4
Isa AkhlisState University of Semarang3
Wahyu HardyantoAffiliation unknown3
Siti NoviyatunSekolah Tinggi Ilmu Tarbiyah Hamzah Al-Fansuri Sibolga Barus3
Langlang HandayaniAffiliation unknown3
SugiantoAffiliation unknown3
Hadi SusantoNational Research and Innovation Agency3
Sutikno SutiknoDiponegoro University3
Ellianawati EllianawatiState University of Semarang3
Darwin DarwinAffiliation unknown2
Roziqin RoziqinAffiliation unknown2
Upik NurbaitiAffiliation unknown2
FiantiAffiliation unknown2
Sudarmin SudarminAffiliation unknown2
Mahardika Prasetya AjiAffiliation unknown2
Hardi SuyitnoAffiliation unknown2
Agus KristiyantoAffiliation unknown2
St. Budi WaluyaAffiliation unknown2
Fianti FiantiAffiliation unknown2
Ngurah Made Darma PutraState University of Semarang2
Deni SetiawanAffiliation unknown2
Mosik MosikAffiliation unknown2
Wiyanto WiyantoState University of Semarang2
Siti KhanafiyahAffiliation unknown2
Rahayu Sri WaskitoningtyasUniversitas Balikpapan1
Riswal KarammaHasanuddin University1

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/berdaya/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Penguatan Implementasi Computational Thinking dalam Pembelajaran Sains Bagi Guru-Guru Sekolah Indonesia Kuala Lumpur</dc:title>
	<dc:creator xml:lang="en">Sugiyanto, Sugiyanto</dc:creator>
	<dc:creator xml:lang="en">Sugianto, Sugianto</dc:creator>
	<dc:creator xml:lang="en">Marwoto, Putut</dc:creator>
	<dc:creator xml:lang="en">Astuti, Budi</dc:creator>
	<dc:subject xml:lang="en">computational thinking skills</dc:subject>
	<dc:subject xml:lang="en">teacher empowerment</dc:subject>
	<dc:subject xml:lang="en">Action-learning method</dc:subject>
	<dc:description xml:lang="en">The essential 21st-century skills, including collaboration, communication, creativity, and critical thinking, are valuable when combined with computational thinking (CT) skills. Teachers at Sekolah Indonesia Kuala Lumpur (SIKL) need to be capable of implementing CT in their teaching. Since CT is relatively new to the learning environment at SIKL, the implementation of CT in science education needs to be strengthened, particularly for science teachers at SIKL. The issue to be addressed is empowering teachers to implement CT in science teaching at SIKL. The partner’s problem-solving method is based on a facilitation-based Action Learning model. This facilitation-based action learning is divided into three stages: preparation, implementation, and evaluation. The activities include programmed workshops and discussions to understand CT, its importance as a fundamental skill across subjects in today’s and future digital era, and the need for SIKL teachers to acquire foundational CT skills. In addition to workshops and discussions, support was provided in the form of workshops for practicing CT integration and evaluating it within science education. This activity involved 30 SIKL teachers from various levels and subject areas. Before the training, only 45% of participants understood CT concepts, and only a few had applied CT, but afterward, 80% of teachers were able to integrate CT into their teaching. Intensive support in planning, implementing, and evaluating CT-based learning had a significant positive impact. Despite challenges due to the participants' diverse educational backgrounds, the facilitation-based Action Learning method proved effective in addressing these differences and enhancing active participation. This initiative is expected to serve as a starting point for broader CT implementation within SIKL.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-12-31</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/berdaya/article/view/16042</dc:identifier>
	<dc:source xml:lang="en">BERDAYA Indonesian Journal of Community Empowerment; Vol. 3 No. 2 (2024); 53-59</dc:source>
	<dc:source>2808-2133</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/berdaya/article/view/16042/6763</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 BERDAYA Indonesian Journal of Community Empowerment</dc:rights>
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