<![CDATA[Tujuan penelitian ini adalah untuk menjelaskan perbedaan kemampuan computational thinking siswa yang belajar menggunakan pembelajaran reciprocal teaching dengan pembelajaran CORE (Connecting, Organizing, Reflecting, Extending). Penelitian ini menggunakan pendekatan kuantitatif dan metode quasi experimental dengan pretest-posttest, equivalent control group desain. Populasi meliputi seluruh siswa kelas X SMA Swasta PABA Binjai dan sampel dipilih menggunakan cluster random sampling yaitu kelas X-3 diajar dengan pembelajaran reciprocal teaching dan kelas X-2 diajar dengan pembelajaran CORE. Data penelitian menggunakan Tes Kemampuan Computational Thinking (TKCT) yang berbentuk uraian sebanyak 10 butir. TKCT telah diuji coba pada kelas XI SMA Swasta PABA Binjai dan seluruh butir valid dengan angka reliabilitas Alpha Cronbach sebesar r = 0,927 (kategori sangat tinggi). Hasil penelitian menunjukkan bahwa kemampuan computational thinking pada siswa yang diajar dengan pembelajaran CORE lebih baik daripada siswa yang diajar dengan pembelajaran reciprocal teaching. Implikasi praktisnya bahwa pembelajaran CORE efektif meningkatkan kemampuan computational thinking dan dapat meningkatkan keterlibatan aktif siswa dalam proses belajar serta berfokus dalam pemecahan masalah. ABSTRACT The purpose of this study was to explain the differences in computational thinking abilities of students who learn using reciprocal teaching learning with CORE (Connecting, Organizing, Reflecting, Extending) learning. This study uses a quantitative approach and a quasi-experimental method with a pretest-posttest, equivalent control group design. The population includes all students of class X of SMA Swasta PABA Binjai and the sample was selected using cluster random sampling, namely class X-3 taught with reciprocal teaching learning and class X-2 taught with CORE (Connecting, Organizing, Reflecting, Extending) learning. The research data uses the Computational Thinking Ability Test (TKCT) in the form of a description of 10 items. TKCT has been tested on class XI of SMA Swasta PABA Binjai and all items are valid with a Cronbach Alpha reliability figure of r = 0.927 (very high category). The results of the study showed that the computational thinking ability of students taught with CORE learning was better than students taught with reciprocal teaching learning. The practical implication is that CORE learning is effective in improving students' computational thinking ability and can increase student involvement in the learning process and focus on problem solving.]]>
