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Ardon Jamdin
Universitas Negeri Semarang
Education

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The Need for the Scaffolding Method in Students’ Mathematical Computational Thinking Process Through APOS Theory Ardon Jamdin; Zaenuri; Scolastika Mariani; Bambang Eko Susilo
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.140

Abstract

The development of students’ computational thinking skills in mathematics remains a significant challenge, particularly due to the lack of adaptive instructional support that aligns with students’ cognitive stages. This study aims to analyze students’ needs for the scaffolding method in the process of mathematical computational thinking based on APOS theory. The research was conducted at Muhammadiyah Middle School Ambon using a descriptive approach with quantitative data support. The instruments used consisted of a computational thinking ability questionnaire and a scaffolding needs questionnaire. The results indicate that most students are still at the basic to intermediate levels of computational thinking and show a high need for scaffolding, especially in the action and process stages of the APOS framework. Furthermore, the findings reveal a strong relationship between students’ computational thinking ability and their need for scaffolding. These results suggest that scaffolding-based learning should be designed adaptively and systematically to support the gradual development of students’ computational thinking skills. Future research is recommended to develop and experimentally test scaffolding-based learning models that are aligned with APOS theory to enhance students’ higher-order thinking skills.
Exploring the Need for Interactive Learning Multimedia to Foster Students’ Mathematical Computational Thinking Ardon Jamdin; Zaenuri Zaenuri; Scolastika Mariani; Bambang Eko Susilo
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.144

Abstract

This study aims to investigate students’ needs for Interactive Learning Multimedia (ILM) in relation to their level of computational thinking in mathematics. Employing a descriptive quantitative approach with a needs analysis survey method, the research involved 30 eighth-grade students at one of the junior high schools in Ambon City. Data was collected using questionnaires assessing both computational thinking levels and ILM needs, based on indicators such as ease of understanding, motivation, visual support, learning interest, and student expectations toward multimedia use. The results indicate that a significant number of students fall into low to moderate levels of computational thinking, while 53% of them demonstrated moderate to high needs for ILM in the learning process. Furthermore, Spearman’s rho analysis revealed a strong and statistically significant correlation (r = 0.863, p < 0.01) between students’ computational thinking skills and their need for multimedia support. These findings highlight the importance of integrating ILM as a pedagogical strategy to enhance students’ logical reasoning, problem-solving skills, and engagement in mathematics learning. The study suggests that well-designed, interactive multimedia can effectively support students’ gradual development in computational thinking.
Co-Authors Bambang Eko Susilo Scolastika Mariani Zaenuri Mastur