Mengenal Computasional Thingking (Salah Satu Kompetensi Baru Dalam Kurikulum Merdeka 2022)

The Indonesian Minister of Education, Culture, Research and Technology launched a new curriculum called the Independent Curriculum. at the Grow with Google event on 18 February 2022. The curriculum states that computational thinking is one of the new competencies that will be included in the Indonesian children's learning system. The background to this policy is the government's efforts to prepare young people who are digitally literate. Jeanette Wing called it one of the abilities that a person should have, besides the basic skills of reading, writing and arithmetic. The research method in this article is a literature review with a systematic mapping study method. The stages of the literature review are as follows: 1) The stages begin by searching Science Direct and Eric with the keywords Computational Thinking, 2) followed by narrowed keywords, namely Assessing Computational Thinking. 3) Pursing the number of articles obtained is adjusted to the application of computational thinking in Indonesia. 4) Make a Literature Review. Computational thinking is defined as a person's ability to be able to present a problem and a solution to that problem in an algorithmic statement that can be executed like a computer. Technically computational thinking involves four steps: 1) decomposition: problem decomposition, 2) Pattern Recognition: finding patterns, 3) abstraction, and 4) algorithm development. Computational Thinking is simply the thinking process involved in formulating problems and generating solutions in ways that humans or computers can understand. Developing the knowledge and dispositions necessary to understand and create with a computational mind is now a 21st century imperative

A New Course on Creativity in an Engineering Program: Foundations and Issues

The importance of innovation in the world's economy, now undeniable, draws great attention to the need to improve organizations' creative potential. In the last 60 years, hundreds of books have been written on the subject and hundreds of webpages display information on how to be more creative and achieve innovation. Several North American and European universities offer graduated programs in creativity. However, building an effective and validated creativity training program is not without challenges. Because of the nature of their work, engineers are often asked to be innovative. Without aiming for a degree in creativity, could future engineers benefit from training programs in creativity? This article presents the conceptual framework and pedagogical elements of a new course in creativity for engineering students.Comment: 10 pages, Intl Conf on Innovative Design and Manufacturing (pp. 270-275). Aug 13-15, Montreal. IEEE Conference Proceeding

Advancing Computational Thinking in Mathematics Education: a Systematic Review of Indonesian Research Landscape

Computational Thinking (CT) has emerged as a crucial and foundational skill in the 21st century, capturing the attention of researchers across various domains, including mathematics education in Indonesia. This research identifies and analyzes trends, themes, focuses, and research findings on CT through mathematics learning in Indonesia. This Systematic Literature Review (SLR) adheres to the PRISMA guidelines, encompassing three stages: search, selection, and data analysis. The search process on the Scopus database, utilizing queries aligned with the research objectives, yielded 31 articles related to CT and mathematics education authored by Indonesian researchers. Subsequent selection involved criteria such as research focus, study type, document availability, and intervention differences, resulting in 14 articles. Data analysis employed Bibliometrix and NVivo 14 Plus software. The findings reveal a significant increase in research on CT in mathematics education from Indonesian researchers over the past two years, with an annual growth rate of 5.74%. This publication landscape involves contributions from 39 authors affiliated with 16 higher education institutions in Indonesia. Researchers have delved into diverse themes, including the analysis of CT skill achievement, the development of CT-oriented instructional models and media, and the creation of assessment tools to measure CT skills. These findings underscore the broad relevance of CT in the realm of mathematics education. As a burgeoning field of study, numerous aspects of CT remain open for further research, development, and exploration, especially those related to mathematics. To enhance the impact and implementation of Computational Thinking (CT) within the context of Indonesian education, future research may consider investigating innovative pedagogical approaches, assessing the long-term impact of CT interventions, and exploring the potential integration of CT across various educational levels

Understanding and Measuring Computational Thinking: A Tripartite View of Competence

Computation is critical to social development for information processing in today’s digital world. Computational Thinking (CT), the underlying cognitive functioning of designing computation, has been under heated discussion. However, the conceptualization of CT and its measurements still require improvement when discussing CT as a competence for problem-solving. This study first conceptualizes CT in problem-solving context by identifying the framework of competence based on a tripartite view and applying it to clarify that CT competence consists of CT knowledge, skills, and attitudes. It then aims to develop a self-reported scale for complementing CT measurements based on the tripartite view. This work contributes to CT theories and measures through a more precise conceptual framework and an instrument developed based on it. It enriches IS studies by a new perspective that humans form their cognitive process for problem-solving under digital technologies, especially computational tools

THE ROLE OF SCRATCH VISUAL PROGRAMMING IN THE DEVELOPMENT OF COMPUTATIONAL THINKING OF NON-IS MAJORS

The study explored the role of Scratch in developing the computational thinking (CT) abilities of Non-IS majors. Literature shows that abstraction, parallelism, logical thinking, data representation, flow control, pattern generalization and systematic processing of information produce computational thinking. Using a survey (n = 92) analyzed through PLS-SEM, the study explored and validated computational thinking definitions and constructs based on the other constructs. A final conceptual model shows the relationships between the constructs. The results of the survey indicated that Scratch played a significant role in abstraction for developing computational thinking. Further analysis concluded that Scratch also played a role in developing logical thinking by acting through abstraction and the other CT constructs. Nevertheless, these were not observed to influence computation thinking significantly. Further research is required to link logical thinking to computational thinking and to determine if flow control has a mediating or moderating impact on computational thinking

The Mechanics of Embodiment: A Dialogue on Embodiment and Computational Modeling

Embodied theories are increasingly challenging traditional views of cognition by arguing that conceptual representations that constitute our knowledge are grounded in sensory and motor experiences, and processed at this sensorimotor level, rather than being represented and processed abstractly in an amodal conceptual system. Given the established empirical foundation, and the relatively underspecified theories to date, many researchers are extremely interested in embodied cognition but are clamouring for more mechanistic implementations. What is needed at this stage is a push toward explicit computational models that implement sensory-motor grounding as intrinsic to cognitive processes. In this article, six authors from varying backgrounds and approaches address issues concerning the construction of embodied computational models, and illustrate what they view as the critical current and next steps toward mechanistic theories of embodiment. The first part has the form of a dialogue between two fictional characters: Ernest, the �experimenter�, and Mary, the �computational modeller�. The dialogue consists of an interactive sequence of questions, requests for clarification, challenges, and (tentative) answers, and touches the most important aspects of grounded theories that should inform computational modeling and, conversely, the impact that computational modeling could have on embodied theories. The second part of the article discusses the most important open challenges for embodied computational modelling

Measuring cognitive load and cognition: metrics for technology-enhanced learning

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40 years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts

Information Systems Undergraduate Degree Project: Gaining a Better Understanding of the Final Year Project Module

The place of an individual project in the final year of Information Systems (IS) undergraduate degrees at UK universities is well established. In this paper we compare the final year project modules at four UK universities: the University of Brighton, the University of South Wales, University of West London and the University of Westminster. We find that the aims of the projects are similar, emphasising the application of the knowledge and skills from the taught element of their course in a complex development project, often including interactions with a real client. Although we show in this analysis that projects serve a similar purpose in the IS degree courses, the associated learning outcomes and the assessment practice varies across the institutions. We identify some gaps in the skills and abilities that are not being assessed. In further work we are planning to consult final year students undertaking their projects and their supervisors, in order to gain an understanding of how project assessment criteria are actually put to use

Mapping of student’s critical thinking ability in the material structure and function of plant tissue

In the 21st Century, students' critical thinking abilities are fundamental to facing challenges and increasing societal obstacles, especially students. This study aimed to determine the level of critical thinking abilities in SMP/MTs students. This study's significance is obtaining test results related to SMP/MTs students' critical thinking abilities. This study used a survey method involving 75 SMP/MTs students who were selected randomly. The instrument used a questionnaire containing critical thinking questions distributed online via Google Forms. The data obtained were analyzed using SPSS. Based on the survey results, it is known that the average student's critical thinking abilities are 8.0 with a good category which details can be explained as follows: 1) Providing simple explanations (8.0); 2) Building basic skills (7,9); 3) Drawing a conclusion from the data (7.5); 4) Providing further explanations (8.0); and 5) Developing a follow-up strategy (7.5). The results of this study allow a conclusion that the constructs with the highest average scores are providing simple explanations and providing further explanations with an average score of 8.0. Thus, it is recommended that students improve their critical thinking abilities and that teachers continue to use the instruments they have used

Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics

This paper describes an educational project conducted in a primary school in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, near to Milan). The school requested our collaboration to help improve upon the results achieved on the National Tests for Mathematics, in which students, aged 7, registered performances lower than the national average the past year. From January to June, 2016, we supported teachers, providing them with information, tools and methods to increase their pupils’ curiosity and passion for mathematics. Mixing our different experiences and competences (instructional design and gamification, information technologies and psychology) we have tried to provide a broader spectrum of parameters, tools and keys to understand how to achieve an inclusive approach that is ‘personalised’ to each student. This collaboration with teachers and students allowed us to draw interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on the self‐esteem and, consequently, on student performance. The goal of this programme was to find the right learning levers to intrigue and excite students in mathematical concepts and their applications. Our hypothesis is that, by considering the learning of mathematics as a continuous process, in which students develop freely through their own experiments, observations, involvement and curiosity, students can achieve improved results on the National Tests (INVALSI). This paper includes results of a survey conducted by children ‐’About Me and Mathematics‘