Analysis of students' computational thinking skills in science and mathematics subject in fifth grade of elementary school DOI

Idam Ragil Widianto Atmojo,

Fadhil Purnama Adi,

Matsuri Matsuri

et al.

Data & Metadata, Journal Year: 2025, Volume and Issue: 4, P. 738 - 738

Published: March 30, 2025

Introduction: This study aimed to explore the components of computational thinking skills at End Term Summative Assessment (ETSA) and Year (EYSA) questions as well profile in science mathematics subjects fifth-grade students Surakarta City, Indonesia. Method: was a qualitative with case approach. Data were collected through analysis ETSA EYSA documents, which include test instruments student answers. Sampling carried out using purposive sampling by considering level cognitive development students. Results: The results showed that each question included decomposition, pattern recognition, abstraction, algorithm design. Meanwhile, different from one another. students' variation success answering questions, significant differences between types questions. Conclusions: concludes are more consistent covering all compared EYSA. varies, some showing lower results. implications these findings need for adjustments curriculum teaching methods emphasize evenly distributed mastery skills. Further research should causes develop comprehensive evaluation instruments.

Language: Английский

Analysis of students' computational thinking skills in science and mathematics subject in fifth grade of elementary school DOI

Idam Ragil Widianto Atmojo,

Fadhil Purnama Adi,

Matsuri Matsuri

et al.

Data & Metadata, Journal Year: 2025, Volume and Issue: 4, P. 738 - 738

Published: March 30, 2025

Introduction: This study aimed to explore the components of computational thinking skills at End Term Summative Assessment (ETSA) and Year (EYSA) questions as well profile in science mathematics subjects fifth-grade students Surakarta City, Indonesia. Method: was a qualitative with case approach. Data were collected through analysis ETSA EYSA documents, which include test instruments student answers. Sampling carried out using purposive sampling by considering level cognitive development students. Results: The results showed that each question included decomposition, pattern recognition, abstraction, algorithm design. Meanwhile, different from one another. students' variation success answering questions, significant differences between types questions. Conclusions: concludes are more consistent covering all compared EYSA. varies, some showing lower results. implications these findings need for adjustments curriculum teaching methods emphasize evenly distributed mastery skills. Further research should causes develop comprehensive evaluation instruments.

Language: Английский

Citations

0