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All Journal Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Jurnal Riset Pembelajaran Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika GAUSS: Jurnal Pendidikan Matematika Jurnal Math-UMB.EDU EMTEKA: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Integral : Jurnal Penelitian Pendidikan Matematika MATH-EDU: Jurnal Ilmu Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika Jurnal Didactical Mathematics Inovasi Matematika (Inomatika) Media Pendidikan Matematika
Novaliyosi
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Students’ Computational Thinking in Flat-Surfaced Solid Geometry: A Systematic Literature Review Nisa Aula Nurussalamah; Santosa, Cecep Anwar Hadi Firdos; Mutaqin, Anwar; Novaliyosi
Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.16967

Abstract

The integration of computational thinking (CT) has become increasingly essential in mathematics education, particularly in topics that require spatial reasoning and structured problem solving, such as flat-surfaced solid geometry. This study aims to synthesize empirical evidence on students’ computational thinking abilities within this specific mathematical context through a Systematic Literature Review (SLR). Using a descriptive qualitative approach, this review analyzed seven peer-reviewed articles published between 2020 and 2025 in nationally accredited journals indexed at SINTA levels 1–5. The literature search was conducted using Google Scholar and Publish or Perish, guided by predefined inclusion and exclusion criteria, and the study selection process followed PRISMA guidelines. The findings reveal that students’ computational thinking abilities are generally at low to moderate levels and unevenly developed across indicators, with abstraction and decomposition more prominent than pattern recognition and algorithmic thinking. Instructional designs incorporating visualization, contextualization, and structured problem engagement effectively supported CT development, whereas unplugged and manipulative-based activities proved beneficial at the elementary level. However, most studies emphasize outcome-based assessments and provide limited insight into students’ cognitive processes during problem solving. These findings highlight the need for theoretically grounded instructional designs and process-oriented assessment frameworks to support a more integrated and sustainable development of computational thinking in geometry learning.
Co-Authors Aan Hendrayana Abdul Fatah Ali, Faqih Haidar Anandita Eka Febriana Anwar Mutaqin Anwar Mutaqin Cecep Anwar Hadi Firdos Santosa Farmah, Elisha Hayati, Rohimatul Heni Pujiastuti Heni Pujiastuti Hepsi Nindiasari Hepsi Nindiasari Hilda Maulidiansy Hulwani, Almas Zati Ipat Karomah, Fitria Kusumo, Bangun Jati M. Rosyadi Maman Fathurrohman Maman Fathurrohman, Maman Maya Sintya Sumarna Muslimah, Amelia Mustafa, Ade Nandang Nisa Aula Nurussalamah Nurul Anriani Retno Wulandari Sektiwulan, Adelia Suwarto Suwarto SYAMSURI Umroh Wahyu Utomo, Muhammad Faruq Yani Setiani, Yani Yuyu Yuhana Yuyu Yuhana, Yuyu