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All Journal Jurnal Pendidikan Islam Mathematics Education Journal
Tatang Herman
Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Education Mathematics Other

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Computational Thinking and Mathematical Problem Solving in Madrasah Tsanawiyah Students I Made Suarsana; Tatang Herman; Elah Nurlaelah; Didi Suryadi; Irianto Irianto; Al Jupri; Asep Bayu Dani Nandiyanto; Zulkaidah Nur Ahzan
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.42091

Abstract

The integration of computational thinking into mathematics learning is increasingly important in preparing students for problem-solving in the digital era, and visual programming tools such as Flowgorithm offer potential pedagogical support. This study analyzes the effect of Flowgorithm-assisted instruction on students’ computational thinking skills and mathematical problem-solving abilities. A quasi-experimental pretest–posttest control group design was employed and implemented in two phases: a programming phase and a mathematics learning phase. The population consisted of all eighth-grade students at Madrasah Tsanawiyah in Bali Province, Indonesia, from which 34 students were selected using cluster random sampling (20 in the experimental group and 14 in the control group). Data on computational thinking and mathematical problem-solving abilities were collected using achievement tests and analyzed using MANCOVA, followed by post hoc tests, with effect sizes reported using partial eta squared. The findings reveal significant differences between the experimental and control groups, with post hoc analysis indicating that Flowgorithm-assisted mathematics learning significantly improved students’ computational thinking skills, while no significant difference was found in mathematical problem-solving abilities. Despite a non-significant effect on problem-solving, the integration of Flowgorithm showed no negative impact, suggesting that Flowgorithm-assisted instruction can be a viable approach for embedding computational thinking concepts into mathematics curricula and instructional practices.
Mathematical Thinking as Discourse: A Commognitive Analysis of Students with Different Problem-Solving Behavior Ahmad Dzulfikar; Turmudi Turmudi; Tatang Herman; Kusnandi; Angga Hidayat
Mathematics Education Journal Vol. 20 No. 3 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i3.pp795-826

Abstract

Mathematical thinking is essential in problem-solving, yet few studies have systematically examined differences in students’ mathematical thinking across analytical frameworks, particularly in relation to problem-solving behavior. This study investigates how different problem-solving behavior types reflect variations in students’ mathematical thinking processes from a commognitive perspective. An interpretive qualitative design with commognitive discourse analysis was employed. The participants were 35 students, from whom representatives of three problem-solving behavior groups were purposively selected for in-depth interviews. Data were collected through written tasks and semi-structured interviews and analyzed by examining word use, visual mediators, routines, and narratives. The findings revealed that students’ problem-solving behavior is associated with differences in their mathematical thinking processes. Students with sophisticated problem-solving behavior demonstrated explorative routines that produced substantiation narratives. Routine students showed specializing and generalizing processes but relied mainly on ritual routines and memorization narratives. In contrast, naïve students performed only limited specialization for number manipulation and failed to progress to other mathematical thinking stages, resulting in incorrect solutions. These findings clarify the relationship between mathematical thinking processes and problem-solving behavior and highlight the importance of fostering productive problem-solving behavior to strengthen students’ mathematical thinking in school mathematics.
Co-Authors Ahmad Dzulfikar Al Jupri Angga Hidayat Asep Bayu Dani Nandiyanto Didi Suryadi Elah Nurlaelah I Made Suarsana Irianto Irianto Kusnandi Turmudi Turmudi Zulkaidah Nur Ahzan