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All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran International Journal of Social Learning (IJSL)
Deitawati Dalughu
Universitas Pendidikan Indonesia
Arts Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Computational Thinking and Digital Literacy in Education: A Bibliometric Analysis and Systematic Literature Review of Educational Trends Deitawati Dalughu; Susanti Kurniawati; Disman Disman
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.598

Abstract

This study aims to analyze the relationship between Computational Thinking (CT) and Digital Literacy (DL) in the context of education using a bibliometric approach combined with a Systematic Literature Review (SLR). Data were obtained from the Scopus database for the period 2020–2025 using targeted keywords and were systematically selected using the PRISMA framework. The analysis was conducted using RStudio and VOSviewer to comprehensively identify publication trends, patterns of researcher collaboration, and the development of relevant research themes. The results showed consistent publication growth, with an annual growth rate of 20.61% across 169 documents, accompanied by a significant increase in international collaboration. The synthesis of the 20 selected articles shows that CT and DL have a mutually reinforcing relationship in supporting students' development of critical thinking, problem-solving, and technological literacy. However, its implementation remains dominated in STEM and basic education, while in economic education, it remains limited, so broader, more adaptive contextual integration is needed for a sustainable future.
From Digital Literacy to Computational Thinking in Economics Education: The Mediating Role of Self-Regulated Learning Deitawati Dalughu; Disman; Susanti Kurniawati; Leni Permana
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20472

Abstract

This study aims to examine the effect of digital literacy (DL) on students’ computational thinking (CT) in Economics Education, with self-regulated learning (SRL) serving as a key explanatory factor. A quantitative explanatory survey design was employed with 210 junior high school students from North Sulawesi and Central Kalimantan, Indonesia, who were selected through proportional sampling. Data were collected using Likert-scale questionnaires measuring DL, SRL, and CT and were analyzed using descriptive statistics and univariate linear regression. The results showed that DL significantly predicted SRL (β = 0.75, p < .001) and CT (β = 0.71, p < .001), while SRL significantly predicted CT (β = 0.76, p < .001). The significant direct relationship between DL and CT, together with the significant relationships between DL and SRL and between SRL and CT, suggests that SRL may play an explanatory role in the relationship between DL and CT. Because the direct relationship between DL and CT remained significant, the relationship was not fully accounted for by SRL. These findings highlight the importance of integrating digital literacy with SRL strategies, including goal setting, learning monitoring, strategy use, and self-evaluation, to support the development of students’ computational thinking skills in Economics Education.
Co-Authors Disman Disman Leni Permana Susanti Kurniawati, Susanti