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ASSESSMENT OF COMPUTATIONAL THINKING: SEBUAH KAJIAN LITERATUR SISTEMATIS Rahim, Fanny Rahmatina; Widodo, Ari; Riksa Yustiana, Yusi; Ha, Minsu
Jurnal Manajemen Pendidikan Vol. 8 No. 2 (2023): JURNAL MANAJEMEN PENDIDIKAN
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v8i2.18

The main objective of this study was to conduct a systematic literature review of the evaluation of computational thinking skills. The research method utilized was a comprehensive search of various databases through Google Scholar using the keyword "computational thinking" to retrieve relevant articles. A total of 96 articles were selected as research samples and analyzed using content analysis technique to examine the variables of education level and evaluation tools. The study found that the education level variable was categorized into four levels: elementary school (26.17%), junior high school (29.91%), senior high school (19.63%), and college (24.30%). Meanwhile, the evaluation tool variable was divided into four categories, which include traditional (22.73%), portfolio (33.33%), interview (15.91%), and survey (28.03%).

Digital Competencies of Pre-Service Teachers in Indonesia: Are They Qualified for Digital Education? Rahim, Fanny Rahmatina; Widodo, Ari; Suhandi, Andi; Ha, Minsu
Indonesian Journal of Educational Research and Review Vol. 6 No. 3: October 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v6i3.61882

In order to organise, carry out, and evaluate improved learning processes, education currently demands that prospective teachers have digital capabilities. However, there is still a lack of research that comprehensively examines, within the framework of digital education, the digital competences of prospective teacher students in Indonesia, particularly for those specialising in Physics teaching. The purpose of this article is to assess Indonesian prospective teacher students' digital literacy within the framework of digital education. The study's methodology is quantitative. A survey method was used to collect data from students and alumni of the Physics Education program from 2017 to 2022. A total of 248 respondents participated in the study, including 202 students and 46 alumni. The collected data were then analyzed quantitatively. The research findings indicate that the majority of respondents showed a positive response to their abilities in all assessed dimensions of digital competencies. Literacy in information and data, communication and collaboration, digital content creation, safety, and problem-solving received favourable ratings. However, there is potential to improve skills in digital content creation. Overall, the respondents demonstrated a good level of competence in the evaluated digital competency indicators. The data also revealed that students and alumni of the Physics Education program are accustomed to using technology in their academic activities. They utilize Learning Management Systems (LMS) to access course materials, submit assignments, and take exams. Additionally, they employ various applications and collaborate online in groups. The program also offers courses that support the use of technology in learning.

ASSESSMENT OF COMPUTATIONAL THINKING: SEBUAH KAJIAN LITERATUR SISTEMATIS Rahim, Fanny Rahmatina; Widodo, Ari; Riksa Yustiana, Yusi; Ha, Minsu
Jurnal Manajemen Pendidikan Vol. 8 No. 2 (2023): JURNAL MANAJEMEN PENDIDIKAN
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v8i2.18

The main objective of this study was to conduct a systematic literature review of the evaluation of computational thinking skills. The research method utilized was a comprehensive search of various databases through Google Scholar using the keyword "computational thinking" to retrieve relevant articles. A total of 96 articles were selected as research samples and analyzed using content analysis technique to examine the variables of education level and evaluation tools. The study found that the education level variable was categorized into four levels: elementary school (26.17%), junior high school (29.91%), senior high school (19.63%), and college (24.30%). Meanwhile, the evaluation tool variable was divided into four categories, which include traditional (22.73%), portfolio (33.33%), interview (15.91%), and survey (28.03%).

The Implementation of Creative Problem Solving Model in Teaching of Biodeviersity at Senior High School Fatmawati, Baiq; Roshayanti, Fenny; Ha, Minsu
IJECA (International Journal of Education and Curriculum Application) Vol 6, No 1 (2023): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v6i1.13571

Abstract: Making students to be creative thinking need exercises in the form of tasks. Creative problem solving is the constructivist learning model to create creative, imaginative, and innovative solutions in the aim of training and teaching individuals to think differently in solving problems.The research focus was to find out students' learning outcome and creative thinking skills using creative problem solving-based learning. The participants were tenth grade of senior high school in the school year 2019/2020 which were divided into science class as the control class (N=33), and X IPA 2 class as the experimental class (N=33). The research instrument used was a description test on biodiversity content with creative problem solving indicators, namely Clarify, Ideate, Develop, and Implement. Quantitative data analysis used was MANOVA test at a significant level of 5%. The results of this study were the average values for each indicator of creative thinking and learning outcomes in the experimental and control classes showing that the control class was lower than the experimental class. It means that learning outcomes and creative thinking skills through creative problem solving had an impact than the classes using creative problem solving. Therefore, there was a significant influence and a relationship among the creative problem-solving model, creative thinking skills, and learning outcomes which was indicated by the value of. 0.000<0.05.

Systematic Review of Educational Level and Evaluation Tools for Computational Thinking Skill Rahim, Fanny Rahmatina; Widodo, Ari; Suhandi, Andi; Ha, Minsu
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.5209

The primary aim of this research was to conduct a systematic review on the assessment of computational thinking skills. The employed research method involved a thorough exploration of diverse databases through Google Scholar, employing the keyword "computational thinking" to retrieve pertinent articles. A total of 96 articles were chosen as research samples and subjected to analysis using content analysis techniques to scrutinize education level and evaluation tools variables. The research revealed that the education level variable was classified into four tiers: elementary school (26.17%), junior high school (29.91%), senior high school (19.63%), and college (24.30%). Simultaneously, the evaluation tool variable was categorized into four segments, comprising traditional tools (22.73%), portfolios (33.33%), interviews (15.91%), and surveys (28.03%). Computational thinking (CT) is predominantly assessed among children due to their developmental stage, fostering receptiveness to novel concepts. This facilitates the teaching of fundamental CT principles, such as programming basics, logic, and algorithms. Regarding evaluation tools, portfolios are frequently employed to assess CT as they can depict a student's proficiency in solving intricate problems, showcasing evidence of their work and completed projects for a more holistic assessment

Assessing Overconfidence in Science Learning Through Local Metacognitive Judgments: A Comparison Across Gender, Country, and Grade Level Rusmana, Ai Nurlaelasari; Nuraeni, Eni; Rachmatullah, Arif; Ha, Minsu
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.26513

Since overconfidence bias negatively impacts the student learning process, it is crucial to understand how to measure it effectively. While the global metacognitive judgment is commonly used to assess overconfidence, it lacks specificity, making it difficult to identify the particular concepts in which students exhibit overconfidence. This study proposes the use of local metacognitive judgment to measure overconfidence and examines the validity inferences of this instrument through Rasch analysis. Additionally, the study aims to compare overconfidence across gender, country, and grade level. Two studies in science learning were conducted: the first involved 532 Indonesian and Korean high school students (both male and female), who answered 24 items on Genetics and Evolution with a confidence scale; the second study included 376 undergraduate students from various semesters (grade levels) who completed 25 Genetics items with a confidence scale. Rasch analysis was used to assess the validity and reliability of the local metacognitive judgment. The results indicated that the instrument is psychometrically valid and highly reliable. Furthermore, the findings revealed that Indonesian students exhibited significantly higher overconfidence than Korean students, males were more overconfident than females in both countries, and undergraduate students showed peak overconfidence when first learning genetics concepts at university. These findings are consistent with previous research using global metacognitive judgment. Therefore, the local metacognitive judgment is a valid tool that offers practical advantages over global approaches, as it provides item-specific overconfidence data, enabling educators to identify and address overconfidence in specific concepts rather than relying on overall scores.

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