Integration And Evaluation of Computational Thinking in Mathematics Education: A Systematic Review of Research 2016-2025

Hendrisa Rizqie Romandoni; Farida Nurhasanah; Swasti Maharani

doi:10.31980/mosharafa.v14i4.3548

Authors

Hendrisa Rizqie Romandoni Universitas Sebelas Maret
Farida Nurhasanah Universitas Sebelas Maret
Swasti Maharani Universitas PGRI Madiun

DOI:

https://doi.org/10.31980/mosharafa.v14i4.3548

Keywords:

Mathematics Education, Computational Thinking, Assessment, Pendidikan Matematika

Abstract

Penelitian ini bertujuan memetakan bagaimana computational thinking (CT) diintegrasikan dalam pendidikan matematika serta bagaimana CT dan hasil belajar matematika dievaluasi dalam studi empiris terindeks Scopus periode 2016–2025. Tinjauan disusun mengikuti pedoman PRISMA 2020 melalui penelusuran Scopus; penelusuran awal menghasilkan 149 artikel dan 54 artikel memenuhi kriteria inklusi untuk dianalisis. Data diekstraksi lalu dianalisis menggunakan analisis deskriptif dan tematik untuk mengidentifikasi pola integrasi CT–matematika dan pendekatan evaluasinya. Hasil menunjukkan tren publikasi meningkat dengan puncak produktivitas sekitar 2022–2023. Sebaran penelitian didominasi konteks Global North, sehingga transfer model integrasi ke konteks berdaya dukung terbatas perlu dikaji lebih hati-hati. Integrasi CT paling sering berorientasi alat. Dari sisi evaluasi, studi menggunakan beragam asesmen, namun ditemukan ketidakkonsistenan indikator CT dan capaian matematika, penggunaan instrumen yang berdiri terpisah, serta keterbatasan validasi lintas konteks dan jenjang pendidikan, sehingga asesmen autentik yang secara eksplisit mengukur keterkaitan CT dan capaian matematika dalam satu kerangka tugas masih terbatas. Temuan ini menegaskan perlunya pergeseran dari integrasi yang tool-driven menuju concept-driven serta pengembangan asesmen CT–matematika yang lebih autentik dan adaptif, termasuk untuk konteks Indonesia.

This study mapped how computational thinking (CT) has been integrated into mathematics education and how CT and mathematics learning outcomes have been evaluated in empirical Scopus-indexed research from 2016 to 2025. A systematic review was conducted following PRISMA 2020 guidelines. The initial search retrieved 149 records, and 54 studies met the inclusion criteria for analysis. Data were extracted and analyzed using descriptive and thematic approaches. Findings show a rising publication trend with peak productivity around 2022–2023. Studies were dominated by Global North contexts, raising concerns about transferability to resource-limited settings. CT integration was most often tool-oriented, while unplugged and concrete-manipulative approaches emerged as feasible alternatives. From an assessment perspective, studies employed diverse approaches; however, inconsistencies in CT and mathematics indicators, fragmented measurement of the two domains, and limited cross-context and cross-level validation were evident, indicating that authentic assessments jointly capturing CT and mathematics achievement within a single task framework remain scarce.

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