<![CDATA[Critical Thinking Disposition (CTD) and Computational Thinking Skills (CTS) are essential competencies required to navigate the complexity of 21st-century challenges, particularly in high school mathematics learning. This study aims to describe students’ levels of CTD and CTS after participating in Problem-Based Learning (PBL) and to analyze the relationship between the two variables. A quantitative approach with a descriptive–correlational design was employed, involving 55 tenth-grade students from a private senior high school in Medan selected through purposive sampling. CTS data were obtained through essay-based mathematical problem-solving tests, while CTD was measured using a Likert-scale questionnaire. Descriptive analysis revealed that both CTD and CTS were at a high achievement category with moderate data variability. Pearson correlation analysis showed a strong and significant positive relationship between CTD and CTS (r = 0.723; p = 0.001 < 0.05), indicating that a strong disposition toward critical thinking makes a substantial contribution to the development of students’ computational thinking skills. These findings reinforce that PBL is an effective pedagogical approach for simultaneously integrating dispositional and cognitive aspects and provide important implications for the design of learning that strengthens higher-order thinking skills. Future studies are recommended to expand the scope of variables and employ longitudinal designs to enhance the generalizability of the findings.]]>
Copyrights © 2025
