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All Journal Jurnal Pendidikan Teknologi Informasi dan Vokasional Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Ulva Elviani
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Bridging Theory and Practice: A Review of CT in K-12 Problem-Solving Dinda Alya Maghfira; Suprih Widodo; Ulva Elviani
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4265

Abstract

The digital era demands students master 21st-century skills, with computational thinking (CT) as the fundamental cognitive foundation for problem-solving. Despite policies such as Indonesia's Kurikulum Merdeka integrating CT, significant implementation gaps persist due to insufficient comprehensive guidelines. This study aims to synthesize empirical evidence on CT implementation in enhancing K-12 students' problem-solving abilities through a Systematic Literature Review (SLR). Using ERIC, SpringerLink, ScienceDirect, IEEE Xplore, and Taylor & Francis databases via Publish or Perish, this research identified 973 articles, subsequently filtered to 27 final articles based on rigorous inclusion and exclusion criteria. Analysis reveals that algorithmic thinking (29%), debugging/evaluation (26%), and abstraction (24%) constitute the most dominant CT components developed. The plugged-in approach (69%) dominates implementation through structured/algorithm-based methods (50%) and game-based learning (31%), with Scratch (44%) and Code.org (38%) as primary platforms. The formulated implementation framework demonstrates developmentally appropriate progression from blended (unplugged-plugged) approaches in early elementary, game-based learning in middle elementary, to project-based learning in high school. Findings reveal that while block-based programming and game design are highly effective for algorithmic thinking and debugging, teaching abstraction remains challenging and requires more specific pedagogical strategies. This research contributes a comprehensive knowledge map bridging the gap between juridical policies and CT learning practices in the field, recommending future research directions for formal assessment development, teacher professional development, and interdisciplinary CT integration.
Bibliometric Study of TVET and Industry Synergies in the Digital Era on Global Research Direction and Strategy Aura Salsabillah Rahmatya; Suprih Widodo; Ulva Elviani
Jurnal Pendidikan Teknologi Informasi dan Vokasional Vol 7, No 2 (2025): Jurnal Pendidikan Teknologi Informasi dan Vokasional
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/%x

Abstract

This study aims to assess the direction and strategy of global research related to the synergy between vocational education and training (TVET) and industrial needs in the digital era through a bibliometric approach. The analysis was conducted on 500 scientific documents obtained from the Scopus database using VOSviewer and Biblioshiny software. The analysis showed that keywords such as higher education, vocational education, workplace learning, innovation, employability, and industry 4.0 dominated the scientific discourse, signalling the important role of TVET in building employability skills based on digital industry needs. The thematic visualisation identified four main clusters in the research: (1) education and training, (2) digitalisation and innovation, (3) outcome orientation such as entrepreneurship and employability, and (4) sustainable development and well-being. Geographically, countries such as Germany, Australia, Malaysia, China, Indonesia, South Africa, and Nigeria emerged as major contributors with varied research focuses. Highlighted global strategies include revitalising TVET curricula, strengthening, triple helix collaboration (academic, industry, government), enhancing employability skills through work-based learning approaches, and digitalising learning processes. The findings provide a useful conceptual mapping for stakeholders in developing adaptive, collaborative, and sustainable vocational education policies and practies in the digital era.
Co-Authors Aura Salsabillah Rahmatya Dinda Alya Maghfira Suprih Widodo