Empirical Research on Computational Thinking in Mathmatics Instruction: A Systematic Literature Review

Abstract

This literature review aims to review empirical research on Computational thinking (CT) in mathematics instruction. The review included what was reported in terms of purpose, targeted population, scope of materials, and CT components used. The methods used in conducting and reporting a systematic literature review include planning the review, conducting the review, and reporting the review. Based on the results of the analysis of 13 articles from the SINTA database, it is known that the objectives of the research conducted include developing instruction tools related to CT, analyzing student CT, examining the use of software or applications in CT development, exploring CT in instruction, testing the impact of STEM and CT on 21st-century skills, and analyzing CT of elementary school students. Meanwhile, the targeted population includes early childhood education, elementary schools, junior high schools, vocational high schools, and universities. Then, the scope of the material used in the study includes number patterns, integrals, Calculus I, Calculus II, geometry, Pythagorean Theorem, and graphs. Finally, the components of CT include abstraction, decomposition, algorithm, pattern recognition, generalization, debugging, modularity, repetitive actions, simultaneity, and iteration.