An Analysis of Students’ Computational Thinking Skills on The Number Patterns Lesson during The Covid-19 Pandemic

The purpose of this study is to describe 8th-grade students’ misconceptions in solving surface area and volume of beam and cube problems and their causal factors. This is qualitative descriptive research. Based on the research, students’ misconceptions in solving surface area and volume of beam and cube problems are misconceptions on the concept of a beam, misconceptions on the concept of the cube, misconceptions on the concept of prerequisite material, misconceptions on unit comprehension, misconceptions on the understanding of meaning, and misconceptions on sign and number operations. While the causal factors of misconception are students’ assumptions about the lack of importance of concepts so students only memorize formulas, students are not able to associate one concept with other concepts, lack of understanding concepts in prerequisite material, misunderstanding the meaning of words in a problem, students have difficulty understanding pictures., misunderstanding the difference in the size of area and length.

This chapter presents part of a wider project aimed at developing computational thinking assessment instruments for first and second grade primary school students. The applicability of the specific proposed tool, which concerns merely the algorithmic thinking (AT), was tested within the Environmental Study course (ESc). The main pillar of the work is the computational environment PhysGramming. The assessment of AT was based on mental tasks involving puzzles which require AT abilities. The AT test comprised of four puzzles with 4, 6, 9, and 12 pieces respectively, and the puzzle-solving performance was measured at the nominal level (success/failure). Latent class analysis (LCA), a robust multivariate method for categorical data, was implemented, which distinguished two clusters/latent classes corresponding to two distinct levels of AT. Moreover, LCA with covariates, such as gender, grade, achievement in ESc, and the use of plan revealed the association of the above variables with the AT skill-levels. Finally, the results and their implications for theory and practice are discussed.

AbstractThis study investigates the development of algorithmic thinking as a part of computational thinking skills and self-efficacy of primary school pupils using programmable robots in different instruction variants. Computational thinking is defined in the context of twenty-first century skills and describes processes involved in (re)formulating a problem in a way that a computer can process it. Programming robots offers specific affordances as it can be used to develop programs following a Sense-Reason-Act (SRA) cycle. The literature provides evidence that programming robots has the potential to enhance algorithmic thinking as a component of computational thinking. Specifically there are indications that pupils who use SRA-programming learn algorithmic skills better and achieve a higher level of self-efficacy in an open, scaffold learning environment than through direct instruction. In order to determine the influence of the instruction variant used, an experimental research design was made in which pupils solved algorithm-based mathematical problems (grid diagrams) in a preliminary measurement and their self-efficacy determined via a questionnaire. As an intervention, pupils learn to solve programming issues in pairs using “Lego NXT” robots and “Mindstorms” software in two instruction variants. The post-measurement consists of a Lego challenge, solving mathematical problems (grid diagrams), and a repeated self-efficacy questionnaire. This research shows an increase of our measures on algorithmic thinking dependent on the amount of SRA usage (though not significant). Programming using the SRA-cycle can be considered as the cause of the measured effect. The instruction variant used during the robotic intervention seems to play only a marginal role.

<p>One of the objectives of learning mathematics is to develop students' understanding of mathematical concepts to be able to solve math problems. In mathematics learning, understanding concepts is very important because by understanding concepts students can learn higher order thinking skills. However, through a test at the observation stage, the researchers found that students had difficulty understanding mathematical concepts. The purpose of this study was to see whether the application of the Numbered Heads Together method influences students’ understanding of mathematical concepts. The research was conducted on 32 seventh grade students at Rantepao Christian Junior High School using qualitative descriptive research. Data sources in this study include student work results, mentor observation sheets, tests, and researcher reflection journals. The results of the study show that the application of the Numbered Heads Together method can help develop students' understanding of the mathematical concept.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Salah satu tujuan dari pembelajaran Matematika adalah mengembangkan pemahaman konsep matematik siswa untuk dapat menyelesaikan masalah Matematika. Dalam pembelajaran Matematika, memahami konsep sangat penting karena dengan memahami konsep Matematika siswa dapat mempelajari ketrampilan berpikir yang lebih tinggi. Namun, melalui test pada tahap observasi, peneliti menemukan bahwa siswa mengalami kesulitan dalam memahami konsep Matematika. Tujuan penelitian ini adalah untuk melihat dampak penerapan metode Numbered Heads Together terhadap pemahaman konsep matematis siswa. Penelitian dilakukan kepada 32 siswa kelas VII di SMP Kristen Rantepao dengan menggunakan jenis penelitian deskriptif kualitatif. Sumber data dalam penelitian ini antara lain: hasil pekerjaan siswa, lembar observasi mentor, tes, dan jurnal refleksi peneliti. Hasil penelitian menunjukkan bahwa penerapan metode Numbered Heads Together dapat membantu mengembangkan pemahaman konsep matematis siswa.</p>

AbstrakPenelitian ini bertujuan untuk mengetahui jenis keterampilan berpikir aljabar siswa. Fokus dalam penelitian ini adalah kemampuan generasional, kemampuan transformasional, dan kemampuan level-meta global. Jenis penelitian ini adalah penelitian dekskriptif kualitatif. Subjek penelitian ini adalah siswa kelas VIII MTs Ganrang Batu Kabupaten Jeneponto sebanyak 29 orang, yang selanjutnya dipilih menjadi subjek wawancara adalah 6 orang. Teknik pengumpulan data menggunakan tes diagnostik dan wawancara mendalam. Hasil penelitian ini menunjukkan bahwa: 1) kemampuan generasional siswa subjek kategori tinggi dan sedang cenderung mampu pada indikator menentukan makna variabel dari suatu masalah dan mempresentasikan masalah dalam hubungan antar variabel. Subjek pada kategori rendah belum mampu dalam aktivitas  generasional, 2) kemampuan transformasional siswa kategori tinggi cenderung mampu pada indikator menentukan bentuk aljabar yang ekuivalen dan menyelesaikan operasi bentuk aljabar. Subjek pada kategori sedang dalam aktivitas transformasional mampu menyelesaikan operasi bentuk aljabar, sedangkan subjek pada kategori rendah belum mampu dalam aktivitas generasional baik pada indikator menentukan bentuk aljabar yang ekuivalen maupun menyelesaikan operasi bentuk aljabar 3) kemampuan level-meta global siswa kategori tinggi, kategori sedang, dan kategori rendah cenderung belum mampu dalam indikator menggunakan aljabar untuk menganalisis perubahan, hubungan, dan memprediksi suatu masalah dalam matematika dan menggunakan aljabar untuk memodelkan masalah dan menyelesaikannya. AbstractThis study aims to determine the types of students' algebraic thinking skills. The focus in this research is generational abilities, transformational abilities, and global meta-level capabilities. This type of research is qualitative descriptive research. The subjects of this research were 29th grade students of Mts Ganrang Batu, Jeneponto Regency with 29 people, who were subsequently chosen as the subjects of the interviews were 6 people. Data collection techniques using diagnostic tests and in-depth interviews. The results of this study indicate that: 1) the generational abilities of high and medium category subject students tend to be able to determine the meaning of variable indicators of a problem and present problems in the relationships between variables. Subjects in the low category have not been able to be in generational activities, 2) the transformational abilities of high category students tend to be able to on indicators determine the equivalent algebraic form and complete the operation of the algebraic form. Subjects in the medium category in transformational activities are able to complete algebraic form operations, while subjects in the low category have not been able to in generational activities either on indicators determining equivalent algebraic forms or completing algebraic form operations 3) global meta-level ability of high category students, medium categories, and low categories tend not to be able to use indicators of algebra to analyze changes, relationships, and predict problems in mathematics and use algebra to model problems and solve them.

Higher Order Thinking Skills (HOTS) is an ability that can create students in critical and creative individuals. The ways that can be used to reveal students' high-level thinking skills by using contextual problems in learning. The purpose of this study was to describe the profile of high order thinking of 8th-grade students in solving contextual problems regarding slerek boat. This research is a type of descriptive research with a qualitative approach. The research subjects were 8thH grade students of  SMPN 1 Muncar, which amounted to 28 students. Data retrieval using test questions and interview activities. From the results of data collection, the results show that the ability of 8thH grade students tends to be able to solve questions at the evaluation level. This can be seen from the results of the test questions where there is 1 student who can solve the question of creation level (C6), 22 students can solve the question of the level of evaluation (C5) and 5 students can solve the level of analysis (C4). Based on the results of interviews, students who can solve the question level C5 have good ability in analyzing problems can explain the settlement process both orally and in writing, besides that it’s also able to make a hypothesis and test the hypothesis made previously

High level of cognitive, as an important part of medical education, can be trained by appropriate higher order thinking exams. A taxonomy called Bloom’s Taxonomy fits to be the standard of creating test for medical student and analyzing cognitive level of medical exams. The purpose of study is to analyze cognitive levels of physiology pretests of first year medicine in Sebelas Maret University 2018/2019. This is a qualitative descriptive research. The data are gained from documentation of six exams and analyzed by Revised Bloom’s Taxonomy. There were 106 multiple choice questions in the pretest (51%=remember; 15%=understand; 12%=apply; 17%=analyze; 3%=evaluate; 2%=create). A half of the questions showed the lowest levels of lower order thinking skills. On the other hand, the highest level of higher order thinking skills’ questions came from package D and E. Therefore, reconstruction of physiology pretest of Medicine Sebelas Maret University 2018/2019 is needed for creating questions that equal to cognitive level’s demand of medical students.

In this study, the effect of algorithm education on teacher candidates’ computational thinking skills and computer programming self-efficacy perceptions were examined. In the study, one group pretest posttest experimental design was employed. The participants consisted of 24 (14 males and 10 females) teacher candidates, majoring in Computer Education and Instructional Technology (CEIT). In order to determine the teacher candidates’ computer programming self-efficacy perceptions, the Computer Programming Self-Efficacy Scale was used, whereas Computational Thinking Skills Scale was used to determine their computational thinking skills. The Wilcoxon Signed-Rank Test was used to analyze the differences between pretest and posttest scores of students' computer programming self-efficacy perceptions and computational thinking skills. Throughout the practices, 10 different algorithmic problems were presented to the students each week, and they were asked to solve these problems using flow chart. For 13 weeks, 130 different algorithmic problems were solved. Algorithm education positively and significantly increased students' simple programming tasks, complex programming tasks and programming self-efficacy perceptions. On the other hand, algorithm education had a positive and significant effect only on students’ algorithmic thinking sub-dimension but did not have any effect on other sub-dimensions and computational thinking skills in general.  

This chapter presents part of a wider project aimed at developing computational thinking assessment instruments for first and second grade primary school students. The applicability of the specific proposed tool, which concerns merely the algorithmic thinking (AT), was tested within the Environmental Study course (ESc). The main pillar of the work is the computational environment PhysGramming. The assessment of AT was based on mental tasks involving puzzles which require AT abilities. The AT test comprised of four puzzles with 4, 6, 9, and 12 pieces respectively, and the puzzle-solving performance was measured at the nominal level (success/failure). Latent class analysis (LCA), a robust multivariate method for categorical data, was implemented, which distinguished two clusters/latent classes corresponding to two distinct levels of AT. Moreover, LCA with covariates, such as gender, grade, achievement in ESc, and the use of plan revealed the association of the above variables with the AT skill-levels. Finally, the results and their implications for theory and practice are discussed.