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How computational thinking can be integrated in statistical learning: A cuboid framework Irawan, Edi; Rosjanuardi, Rizky; Prabawanto, Sufyani
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp423-448

Abstract

In the context of an increasingly data-intensive society, the integration of Computational Thinking (CT) into statistics education is essential to prepare students with the analytical and problem-solving competencies required for navigating complex data environments. Despite growing recognition of its importance, existing pedagogical practices frequently lack systematic didactical frameworks that effectively embed CT within statistical learning, particularly in higher education. Addressing this gap, the present study introduces a novel hypothetical didactical design—termed the Cuboid Framework—which systematically integrates CT components into the learning of descriptive statistics using the R programming language in a Google Colab environment. This research employed the Didactical Design Research (DDR) methodology, emphasizing the prospective and metapedadidactic stages to construct and evaluate the framework. Targeted at third-semester undergraduate students enrolled in an introductory statistics course, the Cuboid Framework aligns with learners’ developmental levels in both statistical reasoning and CT proficiency. The model is organized as a 5 × 4 × 4 structure, comprising five core statistical tasks, four structured didactical situations (action, formulation, validation, and institutionalization), and four CT elements (decomposition, pattern recognition, abstraction, and algorithmic thinking). Validation procedures included expert review through focus group discussions (FGDs) and an initial classroom implementation followed by metapedadidactic analysis. Findings reveal that the Cuboid Framework fosters a coherent learning progression, enhances students’ engagement in statistical inquiry, and supports the development of CT competencies. Classroom observations confirmed that the intentional design of didactical situations facilitates students’ cognitive adaptation to computational tasks. While preliminary analyses indicate strong theoretical and practical coherence, further retrospective studies and quantitative evaluations are necessary to ascertain the long-term effects on student learning outcomes. This study contributes a structured and theoretically grounded model for CT integration in statistics education, with implications for improving curriculum design and instructional practice in mathematics education. Future research should aim to test the scalability and efficacy of the Cuboid Framework across diverse educational settings.
Sinergi Dosen FEB UTS Mendorong Literasi dan Inklusi Keuangan Para Santri di Pesantren Sumbawa Rusni, Andi; Salam, Abdul; Aprirachman, Rozzy; Fietroh, Muhammad; Andriani, Sri; Purnama, Yuni; Sanjani, Muhammad Rafi'i; Nurjihadi, Muhammad; Irawan, Edi; Cita, Fitriah Permata; Nurasia, Nurasia; Oktapiani, Serli; Mandasari, Jayanti; Sugiarto, Aris; Nuryani, Hanifah Sri; Syahfitri, Diah Intan; Sari, Indah Fitriani
Abdimas Indonesian Journal Vol. 5 No. 1 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i1.775

Abstract

This community service program at Pondok Pesantren Al-Mutmainnah aims to enhance conventional financial literacy and inclusion among santri (Islamic boarding school students) to equip them with the skills to manage personal finances wisely and independently. The method involved interactive material delivery using multimedia presentations, infographics, and educational videos, followed by discussion and Q&A sessions to reinforce understanding. Evaluation was conducted using pre-test and post-test questionnaires, showing a significant improvement with an average post-test score increase of 30 points compared to the pre-test. The discussion highlights that a participatory approach combined with visual media effectively improves santri’s knowledge, although challenges remain in understanding complex concepts such as investment and credit risk. The limited duration of the program also posed constraints on in-depth material coverage. Therefore, extended programs with longer duration and regular mentoring are necessary to ensure optimal internalization of financial attitudes and behaviors. Strengthening financial literacy is expected to contribute sustainably to the economic empowerment of the pesantren and the surrounding community.
Promoting Computational Thinking through Programming Trends, Tools, and Educational Approaches: a Systematic Review Irawan, Edi; Rosjanuardi, Rizky; Prabawanto, Sufyani
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 8, No 4 (2024): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v8i4.26407

Abstract

This systematic research aims to provide a comprehensive overview of the development of analysis related to the use of programming in the development of Computational Thinking (CT), especially in the context of education from primary to tertiary levels. This study analyzed 88 articles from empirical studies related to the use of programming to develop CT sourced from the Scopus database. The analysis process followed the PRISMA 2020 guidelines and consisted of three stages: search, selection, and data analysis. Descriptive and thematic statistical approaches were used for data analysis. Instruments used in the selection of articles included Rayyan for screening based on inclusion criteria, as well as Microsoft Excel for coding and thematic analysis. The results showed that articles related to the use of programming to promote CT have appeared since 2011 but have increased significantly since 2016, with an annual growth rate of 17.6%. Most studies used quantitative approaches, followed by qualitative and mixed methods. Overall, 270 authors from 27 countries contributed to the study, with the United States having the highest number of publications. A total of 33 programming tools were identified, with Scratch being the most widely used tool, followed by Blockly, LEGO, Scratch Jr., Code.org, Python, Alice, App Inventor, Kodu, R, MakeCode, and Arduino. Scratch Jr. is most commonly used at the early childhood education level, while programming languages such as Python, R, and MATLAB are more commonly used in higher education. The implications of these findings suggest that the trend of using programming tools such as Scratch and Blockly has the potential to influence CT teaching strategies in the classroom, as well as the importance of using varied programming tools in efforts to integrate CT into the education curriculum.
Pelatihan Blended Learning Sebagai Upaya Menghadapi Society 5.0 Irawan, Edi
Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2 (2020): Agustus
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/aks.v4i2.3499

Abstract

ABSTRAK Hadirnya revolusi industri 4.0 dan society 5.0 menjadi inspirasi pelaksanaan kegiatan pengabdian masyarakat ini. Kegiatan ini dilaksanakan dalam rangka untuk mempersiapkan sejak dini, agar para guru dan siswa tidak mampu bersaing dan menangkap peluang di masa yang akan datang. Pendekatan yang digunakan pada kegiatan ini adalah participatory action research (PAR) dengan subjek dampingan yang menjadi mitra kegiatan pengabdian masyarakat ini adalah Madrasah Aliyah Al-Ishlah Bungkal, Ponorogo. Kegiatan dilaksanakan dalam tiga tahap, yaitu identifikasi masalah, pelaksanaan kegiatan, dan evaluasi pelaksanaan. Hasil pelaksanaan kegiatan ini adalah pemahaman peserta yang tinggi terhadap materi yang disajikan, baik tentang revolusi industri 4.0, society 5.0, dan blended learning serta keterampilan peserta dalam menggunakan Google Classroom dalam pembelajaran. Indikator lain keberhasilan pelaksanaan pengabdian kepada masyarakat ini adalah hasil evaluasi peserta terhadap pelaksanaan kegiatan. Sebagian besar peserta menyatakan bahwa kegiatan sangat baik, baik pada aspek sistematika materi, kesesuaian materi, alokasi waktu setiap materi, cara penyampaian materi, kesempatan mengajukan pertanyaan, interaksi narasumber dengan peserta seminar, kualitas materi yang disampaikan, relevansi materi dengan kebutuhan, maupun kemenarikan materi yang disampaikan.Kata Kunci: blended learning; Google Classroom; revolusi industri 4.0; society 5.0 Blended Learning Training as an Effort to Face Society 5.0ABSTRACT The presence of the industrial revolution 4.0 and society 5.0 inspired the implementation of this community service activity. This activity is carried out to prepare early so that teachers and students are not able to compete and seize opportunities in the future. The approach used in this activity is participatory action research (PAR) with the assisted subject being the partner of community service activities is Madrasah Aliyah Al-Ishlah Bungkal, Ponorogo. Activities carried out in three stages, namely identification of problems, implementation of activities, and evaluation of implementation. The results of the implementation of this activity were participants 'high understanding of the material presented, both about the industrial revolution 4.0, society 5.0, and blended learning and the participants' skills in using Google Classroom in learning. Another indicator of the successful implementation of community service is the outcome of the participant's evaluation of the implementation of the activity. Most of the participants stated that the activity was very good, both in the systematic aspects of the material, the suitability of the material, the time allocation of each material, how to deliver the material, the opportunity to ask questions, the interviewees with the seminar participants, the quality of the material delivered, the relevance of the material to the needs, and the attractiveness of the material delivered.Key Words: blended learning; Google Classroom; revolusi industri 4.0; society 5.0 
Advancing Computational Thinking in Mathematics Education: a Systematic Review of Indonesian Research Landscape Irawan, Edi; Rosjanuardi, Rizky; Prabawanto, Sufyani
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 8, No 1 (2024): January
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v8i1.17516

Abstract

Computational Thinking (CT) has emerged as a crucial and foundational skill in the 21st century, capturing the attention of researchers across various domains, including mathematics education in Indonesia. This research identifies and analyzes trends, themes, focuses, and research findings on CT through mathematics learning in Indonesia. This Systematic Literature Review (SLR) adheres to the PRISMA guidelines, encompassing three stages: search, selection, and data analysis. The search process on the Scopus database, utilizing queries aligned with the research objectives, yielded 31 articles related to CT and mathematics education authored by Indonesian researchers. Subsequent selection involved criteria such as research focus, study type, document availability, and intervention differences, resulting in 14 articles. Data analysis employed Bibliometrix and NVivo 14 Plus software. The findings reveal a significant increase in research on CT in mathematics education from Indonesian researchers over the past two years, with an annual growth rate of 5.74%. This publication landscape involves contributions from 39 authors affiliated with 16 higher education institutions in Indonesia. Researchers have delved into diverse themes, including the analysis of CT skill achievement, the development of CT-oriented instructional models and media, and the creation of assessment tools to measure CT skills. These findings underscore the broad relevance of CT in the realm of mathematics education. As a burgeoning field of study, numerous aspects of CT remain open for further research, development, and exploration, especially those related to mathematics. To enhance the impact and implementation of Computational Thinking (CT) within the context of Indonesian education, future research may consider investigating innovative pedagogical approaches, assessing the long-term impact of CT interventions, and exploring the potential integration of CT across various educational levels.
Co-Authors Achmad Syaichu, Achmad Afgani Dahlan, Jarnawi Agus Santoso Ananda, Nova Aditya Busman, Sherwin Cita, Fitria Permata Fahlia, Fahlia Fietroh, Muhammad Fietroh, Muhammad Nur Ilman, Abdul Hadi Indra Dharma Wijaya, Indra Dharma Mandasari, Jayanti Media Anugerah Ayu, Media Anugerah Minasyan, Sona Muflihah, Nur Nurasia, Nurasia Nurjhadi, Muhammad Nurjihadi, Muhammad Nuryani, Hanifah Sri Nusa, Popila Rikma Oktapiani, Serli Oktapiani, Sherli Permatacita, Fitriah Purnama, Yuni Rahmanto, Anugrah Nur Ratni Purwasih, Ratni Riyadi Riyadi Rizky Rosjanuardi Rozzy Aprirachman Rusni, Andi Sanjani, Muhammad Rafi'i Saputri, Veni Sari Herlina Sari, Indah Fitriani Sholikhah, Khoirotus Sri Andriani Sufyani Prabawanto, Sufyani Sugeng, Santoso Sugiarto, Aris Syahfitri, Diah Intan Tasmin, Ramadhan Teddy Mantoro Triyanto . Turmudi Wijaya, Tommy Tanu