STUDI LITERATUR ANALISA IMPLEMENTASI KURIKULUM CSTA K-12 PADA MATA PELAJARAN TIK DI SMA INDONESIA

Seiring dengan perkembangan zaman, teknologi sudah menjadi bagian dari kehidupan keseharian manusia. Agar dapat bersaing di dunia teknologi ini, Indonesia harus dapat mempersiapkan para siswanya di bidang ilmu komputer. Tujuan dari studi literatur ini adalah untuk mengajukan standar kurikulum CSTA K-12 untuk digunakan dalam pelaksanaan kegiatan pembelajaran TIK di Indonesia. Pengkaji akan menggunakan metode Systematic Literature Review (SLR) untuk mengidentifikasi,  mengkaji, mengevaluasi, dan menafsirkan hasil dari jurnal penelitian terdahulu tentang pengimplementasian standar kurikulum CSTA K-12 di sekolah luar negeri. Di akhir kajian, pengkaji menemukan bahwa di sekolah-sekolah yang mengimplementasikan standar kurikulum CSTA K-12 di dalam mata pelajaran ilmu komputer, para siswa mengalami peningkatan dalam kemampuan berpikir komputasi, pemahaman algoritma, dan kemampuan pemograman

Computational Thinking in Education: Where does it fit? A systematic literary review

Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert is credited as concretising Computational Thinking in 1980 but since Wing popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist. Overall it was found in this review that, although there is a lot of work currently being done around the world in many different educational contexts, the work relating to CT is still in its infancy. Along with the need to create an agreed-upon definition of CT lots of countries are still in the process of, or have not yet started, introducing CT into curriculums in all levels of education. It was also found that Computer Science/Computing, which could be the most obvious place to teach CT, has yet to become a mainstream subject in some countries, although this is improving. Of encouragement to educators is the wealth of tools and resources being developed to help teach CT as well as more and more work relating to curriculum development. For those teachers looking to incorporate CT into their schools or classes then there are bountiful options which include programming, hands-on exercises and more. The need for more detailed lesson plans and curriculum structure however, is something that could be of benefit to teachers

Computer Science To Go (CS2Go): Developing a course to introduce and teach Computer Science and Computational Thinking to secondary school students

Computer Science To Go (CS2Go) is a course designed to teach Transition Year Students about Computer Science and Computational Thinking. This project has been conducted over two years and this thesis charts the development of the course from the initial research stage, through the lesson creation sections to the testing and evaluation of the course material. Over 80 hours of engaging, informative and challenging material has been developed for use in the classroom. Alongside the lesson plans, assessment and monitoring tools have been created, including a novel tool to assess students Computational Thinking skills. The content was tested in two major studies after an initial pilot study. This initial pilot study proved useful in constructing the full CS2Go course. Overall the course has been well received with teachers and students engaging well with the content. A web portal has also been created to allow for easy dissemination of all the CS2Go material. The further development of this web portal will turn CS2Go into a one-stop shop for teachers and educators hoping to find CS teaching material

Introducing Computational Thinking to K-5 in a French Context

International audienceComputational Thinking (CT) is beginning to be accepted as one of the fundamental 21 st century skills for everyone. Curricula and environments are being developed for different group ages, from kindergarten to university, in several countries. As part of this global tendency, France has recently taken political decisions to integrate CT Education (CTE) in the mandatory national curriculum. However, many challenges remain until a full implementation is achieved. In this paper we report on a partnership between a university, local elementary schools and the county Ministry of Education (MoE), and on an exploratory project of introducing CT to K-5 students. This project has provided us with valuable feedback on the specifics of integrating CT in a national curriculum and the creation of a partnership and a community. These lessons will be used in the following stage of scaling up to more elementary schools in the entire county, but also addressing other school levels such as kindergarten, middle school and high school