Fostering students’ computational thinking: Student worksheets on integer material
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Abstract
Computational thinking (CT) is a critical 21st-century competency, yet its integration into mathematics education remains underdeveloped. At the same time, previous research has focused on identifying CT difficulties. This study aims to address this gap by developing and validating a CT-based worksheet on integer material to improve students' computational thinking abilities. Using a design research method with a development studies approach, the study involved 30 junior high school students in Palembang. Data were collected via pre- and post-tests and analyzed using the N-Gain score to measure enhancement. Results indicate that the CT-based worksheets significantly improved students' CT skills by 66.58%. The structured problem-solving stages within the worksheets effectively guided students through the CT process. Although the quantitative results show substantial gains, the study notes a limitation in qualitative depth regarding student engagement. These findings suggest that integrating CT-based worksheets into mathematics instruction can foster structured thinking and provide a practical foundation for curricular adaptation. This study contributes to the field of mathematics education by offering a validated instructional tool that bridges the gap between CT theory and classroom practice. These findings provide a foundation for further refinement of computational thinking-based learning materials and their broader application in similar educational contexts.
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