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All Journal Eduma : Mathematics Education Learning and Teaching Delta: Jurnal Ilmiah Pendidikan Matematika Dedikasi: Jurnal Pengabdian Masyarakat Range : Jurnal Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al-Fikru : Jurnal Pendidikan dan Sains Circle: Jurnal Pendidikan Matematika Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Pengembangan Pembelajaran Matematika Hipotenusa: Journal of Mathematical Society
Dewi, Heni Lilia
UIN K.H. Abdurrahman Wahid Pekalongan
Religion Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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A Systematic Literature Review of: Computational Thinking in Mathematics Classrooms Pramesti, Santika Lya Diah Pramesti; Mariani, Scolastika; Hendikawati, Putriaji; Wardono; Waluya, St Budi; Pujiastuti, Emi; Dewi, Heni Lilia
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9440

Abstract

In today’s rapidly evolving digital era, the ability to think computationally is no longer confined to computer science it has become essential across disciplines, including mathematics. This study integrates computational thinking (CT) into mathematics learning by analyze its development, benefits, and implementation challenges. Computational thinking which includes abstraction, algorithms, decomposition, and pattern recognition, is considered a crucial component in improving students' mathematical learning. These insights are intended to inform educators, policymakers, and researchers seeking to align mathematics instruction with contemporary technological and pedagogical advancements. Utilizing a systemic literature review as a qualitative method, by 37 peer-reviewed articles published between 2019 and 2024 in the Scopus database were examined. Through qualitative thematic analysis, key insights were identified across cognitive and affective dimensions. The review suggests that CT may support students’ development in problem-solving, logical reasoning, and conceptual abstraction, while also contributing to affective aspects such as motivation, self-confidence, and self-regulated learning. However, several barriers hinder its effective implementation, including insufficient teacher training, limited infrastructure, and curricular constraints. The study highlights the necessity for targeted teacher training initiatives and institutional support to facilitate CT integration.
Co-Authors Alimatus Sholikhah Awanda Widyastuti A’izah, Dewi Lailatul Emi Pujiastuti Fatimah Zikra Amalia Juwita Rini Muhamad Riza Mahendra Muhamad Sugeng Sholahuddin Muhammad Aris Safii Nadia Rizki Ardelia Nalim Nalim Norma Alias Pramesti, Santika Lya Diah Pramesti, Santika Lya Diah Pramesti Putriaji Hendikawati Salafudin Salafudin Salmia, Umi Santika Lya Diah Pramesti Satrio Ardiansyah, Adi Scolastika Mariani St. Budi Waluya Ummaroh, Aisyah Wardono