<![CDATA[This study examined the effect of Computational Thinking-Based Learning (CTBL) assisted by Scratch on elementary school students' computational thinking skills and persistence, and analyzed the relationship between these two variables. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The research involved elementary school students in the selected research site, consisting of one experimental class and one control class. The experimental class learned mathematics through CTBL assisted by Scratch, while the control class received conventional instruction using teacher explanation and written exercises. Data were collected using a computational thinking skills test, persistence observation sheet, and documentation. Data analysis included validity and reliability testing of instruments, normality and homogeneity tests, independent sample t-test, simple linear regression, and Pearson correlation. The findings showed that CTBL assisted by Scratch had a positive effect on students' computational thinking skills and persistence. The learning process encouraged students to decompose problems, recognize patterns, design algorithms, and revise solutions through debugging activities. It also helped students maintain effort when facing difficult tasks. A positive relationship was found between computational thinking skills and persistence, indicating that cognitive problem-solving processes and learning endurance can develop together when students are involved in project-based Scratch activities. These findings suggest that CTBL assisted by Scratch can be considered as a contextual learning alternative for elementary mathematics, especially when teachers aim to strengthen both thinking skills and learning character.]]>
