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All Journal Indonesian Journal of Business and Entrepreneurship Research
Lutfi Asnan Qodri
Universitas Merdeka Malang, Malang, Indoneisa
Economics, Econometrics & Finance Social Sciences

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Creativity and Critical Thinking as Mediators of Computational Thinking among Business Education Students Wening Patmi Rahayu; Dede Rusmana; Rachmad Hidayat; Lutfi Asnan Qodri
Indonesian Journal of Business and Entrepreneurship Research Vol. 4 No. 3 (2026): Vol. 4, No. 3, August 2026: Indonesian Journal of Business and Entrepreneurship
Publisher : Department of Business and Entrepreneurship, Faculty of Economics and Business, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62794/ijober.v4i3.389

Abstract

Computational thinking is no longer confined to computer science departments, yet we still know little about how the broader set of twenty-first-century skills feeds into its growth among business students. Here we test whether collaboration and communication shape computational thinking directly, and whether creativity and critical thinking carry part of that influence. A cross-sectional survey of 215 business education students at an Indonesian public university provided the data, with 21 reflective indicators capturing five constructs. The proposed model was estimated with partial least squares structural equation modelling and 5,000 bootstrap subsamples, and the measurement model held up well on reliability and validity checks. Both collaboration and communication predicted computational thinking directly; collaboration was a particularly strong driver of creativity, while communication mainly shaped critical thinking, and each of these in turn predicted computational thinking. The indirect paths running through creativity and critical thinking were both significant, pointing to complementary partial mediation, and together the model accounted for 62.4% of the variance in computational thinking. In practice, collaborative and communicative learning seems to matter most when it is deliberately channelled into creative output and critical scrutiny. Business curricula would therefore do well to build in team-based problem solving, structured reflection, and algorithmic solution design, rather than teaching the 4Cs and computational thinking as unrelated outcomes.
Co-Authors Dede Rusmana Rachmad Hidayat Wening Patmi Rahayu