Integrasi Computational Thinking dalam Pembelajaran Matematika SMP – SMA: Systematic Literature Review
DOI:
https://doi.org/10.21009/jrpmj.v8i1.66093Keywords:
computational thinking, pembelajaran matematika, pendidikan menengah, high order thinking skills, pemecahan masalahAbstract
Computational thinking (CT) merupakan salah satu kemampuan penting abad ke-21 karena dianggap relevan dalam pembelajaran matematika, terutama pada jenjang SMP dan SMA. Integrasi CT pada pembelajaran matematika diyakini mampu memperkuat higher order thinking skill (HOTS), pemecahan masalah, literasi matematis, dan capaian hasil belajar siswa. Penelitian ini bertujuan untuk memetakan bentuk integrasi CT dalam pembelajaran matematika di jenjang SMP dan SMA, menganalisis fokus dimensi CT yang dikembangkan, dan mensintesis dampak terhadap berbagai hasil pembelajaran.
Penelitian ini menggunakan pendekatan systematic literature review (SLR) terhadap artikel empiris yang terindeks dalam basis data Scopus dan dipublikasikan pada rentang tahun 2020–2025. Proses seleksi literatur mengikuti pedoman PRISMA dengan kriteria inklusi yang menekankan CT sebagai fokus utama, konteks pembelajaran matematika, dan jenjang SMP atau SMA. Terdapat 15 artikel yang memenuhi kriteria untuk dianalisis secara tematik terhadap identifikasi pendekatan integrasi, dimensi computational thinking, teknik penilaian, serta hasil pembelajaran yang dilaporkan.
Hasil kajian menunjukkan bahwa integrasi CT dalam pembelajaran matematika SMP–SMA dilakukan melalui beragam pendekatan, meliputi pembelajaran berbasis perangkat digital, robotik, pembelajaran tanpa perangkat digital, dan pendekatan campuran. Dimensi CT yang paling dominan dikembangkan adalah dekomposisi, abstraksi, pengenalan pola, dan berpikir algoritmik, dengan debugging muncul terutama pada konteks pemrograman dan media interaktif. Secara umum, integrasi CT menunjukkan dampak positif yang relatif konsisten terhadap HOTS dan pemecahan masalah, sementara pengaruh terhadap capaian hasil pembelajaran bersifat lebih variatif dan dipengaruhi oleh konteks implementasi, topik matematika, durasi penelitian, serta kualitas instrumen penilaian.
Kajian ini menyimpulkan bahwa CT berperan penting sebagai kerangka berpikir dalam pembelajaran matematika di jenjang SMP dan SMA. Temuan ini menegaskan perlunya perancangan aktivitas pembelajaran yang terstruktur, kontekstual, dan reflektif, serta standarisasi operasional dan pengukuran CT guna mendukung implementasi yang lebih efektif dan berkelanjutan.
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