Computational Thinking in Solving PISA Quantity Problems: A Study of Junior High School Students’ Numerarcy Ability
DOI:
https://doi.org/10.26740/jrpipm.v10n2.p142-154Keywords:
PISA, Numeracy, Computational Thinking, System of Linear Equations in Two VariablesAbstract
Technological developments and the complexity of problems in the contemporary era require students to not only master mathematical steps but also to be able to think logically and systematically in solving contextual problems. Computational thinking is closely related to numeracy skills because it requires the ability to understand quantitative information, analyze relationships between data, and design structured and logical problem-solving steps. This study aims to analyze students; computational thinking skills in solving PISA questions based on quantity in terms of numeracy skills. The research used a descriptive qualitative approach conducted at SMPIT Al-Falaah Simo in the odd semester with eighth-grade students as subjects. Data collection was conducted through tests and interviews, using instruments in the form of numeracy tests, PISA Quantity content tests, and interview guidelines. The results of the study indicate that variations in numeracy skills have an impact on the quality of students' computational thinking. Students with high numeracy skills are able to fulfill all indicators of computational thinking, namely decomposition, pattern recognition, abstraction, and algorithms. Students with moderate numeracy skills fulfill these indicators but still have limitations in problem solving. Meanwhile, students with low numeracy skills are not yet able to fully fulfill the indicators of computational thinking.
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