As a research area, computational thinking (CT) has gotten increased attention in mathematics education in the last decade. A study identifying patterns in CT research would be essential in understanding the technique for developing CT in mathematics and guiding future research attempts. As a result, the goal of this systematic literature review is to look at the learning methods promoting CT in mathematics lessons. The Preferred Reporting Items for Systematic Review and Meta-Analyses standards were utilised to guarantee that this study was done systematically. The result shows that even though there are various types of learning tools that are most commonly used, the coding programming tool and robotic activities tool are the most user-friendly methods for encouraging CT in mathematics education. This literature review is intended to provide educators with a better understanding of learning tools in order to enhance CT, which may help transform education into something more creative and meaningful. Keywords: Computational thinking; education; learning tools; mathematics; systematic review
This article examines the Nominal Group Technique (NGT) as an alternative strategy for designing a module in problem-solving in mathematics education based on computational thinking for teachers. Researchers have used this strategy to address the issue of teaching methods for resolving issues in the area of measurement among teachers. The expert recommendations' summary results have determined 24 elements and three components that should be integrated into the module on solving problems teaching. Additionally, the study's results demonstrate how the NGT approach assisted researchers in obtaining element validation swiftly and effortlessly because the elements were created through literature reading, followed by discussion and expert consensus voting. It is recommended to conduct future research with specific model approach experts to solve problems with teaching methodologies.
This research’s objective is to investigates the reliability and validity of the needs analysis instrument for mathematics problem-solving based on the computational thinking module among primary school mathematics teachers. For the needs analysis phase, the researchers applied a quantitative method involving a questionnaire. The instrument calibration method is test of language validity, content validity, empirical validity and reliability. The instrument’s reliability was tested in a pilot study involving 50 primary school mathematics teachers. The pilot study was analyzed using SPSS version 26. The pilot test results show that Cronbach’s alpha value for Construct A: computational thinking skills is 0.786, Construct B: problem-solving skills is 0.772, and the need for the problem-solving module is 0.775. Finally, the researcher expects that this instrument will assist other researchers in the needs analysis phase of developing a mathematical module based on computational thinking in problem-solving. Keywords: Validity, reliability, mathematics, module, computational
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