<![CDATA[Abstrak Computational thinking adalah kemapuan berpikir sistematis yang mengintegrasikan proses logis, analitis, dan kreatif untuk menyelesaikan masalah kompleks. Penelitian ini bertujuan untuk mendeksripsikan kemampuan computational thinking siswa ditinjau dari tingkat self-efficacy. Penelitian ini merupakan penelitian kualitatif deskiptif. Subjek dari penelitian ini adalah 33 siswa kelas VIII yang diberikan tes angket self-efficacy. Selanjutnya, akan dipilih sebanyak 9 siswa untuk mengerjakan tes computational thinking dengan pembagian 3 siswa self-efficacy rendah, 3 siswa self-efficacy sedang, dan 3 siswa self-efficacy tinggi. instrumen penelitian yang digunakan berupa angket self-efficacy, tes uraian, dan wawancara. Analisis data yang digunakan mengacu pada model analisis Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan terdapat 8 siswa dengan self-efficacy tinggi, 15 siswa dengan self-efficacy sedang, dan 10 siswa dengan self-efficacy rendah. Siswa dengan tingkat self-efficacy tinggi mampu memenuhi 4 aspek kemampuan computational thinking, siswa dengan tingkat self-efficacy sedang mampu memenuhi 3 aspek kemampuan computational thinking, dan siswa dengan tingkat self-efficacy rendah mampu memenuhi 2 aspek kemampuan computational thinking. Kata kunci: computational thinking, self-efficacy, pola bilangan Abstract Computational thinking is the ability to think systematically by integrating logical, analytical, and creative processes to solve complex problems. This study aims to describe students' computational thinking abilities in terms of their level of self-efficacy. The research is a descriptive qualitative study. The subjects of this study were 33 eighth-grade students who were given a self-efficacy questionnaire. Subsequently, 9 students were selected to take a computational thinking test, consisting of 3 students with low self-efficacy, 3 students with moderate self-efficacy, and 3 students with high self-efficacy. The research instruments used included a self-efficacy questionnaire, open-ended tests, and interviews. Data analysis referred to the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results showed that 8 students had high self-efficacy, 15 students had moderate self-efficacy, and 10 students had low self-efficacy. Students with high self-efficacy were able to fulfill all four aspects of computational thinking, students with moderate self-efficacy fulfilled three aspects, and students with low self-efficacy fulfilled two aspects of computational thinking. Keywords: computational thinking, self-efficacy, number pattern ]]>
