Students’ Computational Thinking Abilities in Geometry Problem Solving: The Role of Self-Efficacy
DOI:
https://doi.org/10.31980/mosharafa.v15i1.3580Keywords:
Computational thinking, Self Efficacy, Geometry Problem-Solving, Efikasi Diri, Geometri, Kemampuan Berpikir KomputasiAbstract
Kemampuan berpikir komputasi sangat krusial dalam pembelajaran geometri yang memerlukan penalaran logis dan terstruktur. Selain aspek kognitif, kemampuan ini dipengaruhi oleh aspek afektif seperti efikasi diri. Penelitian ini bertujuan menganalisis kemampuan berpikir komputasi mahasiswa dalam menyelesaikan masalah geometri serta mengkaji peran efikasi diri dalam membedakan kualitas kemampuan tersebut. Menggunakan metode kualitatif dengan desain studi kasus, penelitian ini melibatkan 60 mahasiswa semester lima Program Studi Pendidikan Matematika di Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan. Instrumen yang digunakan meliputi tes berpikir komputasi, kuesioner, wawancara, dan observasi. Data dianalisis melalui teknik analisis isi yang mencakup reduksi, kategorisasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa dengan efikasi diri tinggi memiliki kemampuan berpikir komputasi yang lebih unggul dibandingkan mahasiswa dengan efikasi diri rendah. Temuan ini menegaskan pentingnya efikasi diri dalam membentuk profil berpikir komputasi dan berimplikasi pada pengembangan strategi pembelajaran matematika yang mengintegrasikan aspek kognitif serta afektif.
Computational thinking is essential in geometry education, as it demands logical, systematic, and structured reasoning. Beyond cognitive dimensions, this ability is significantly influenced by affective factors, particularly self-efficacy. This study aims to analyze students' computational thinking skills in solving geometric problems and examine how self-efficacy differentiates the quality of these skills. Employing a qualitative case study design, the research involved 60 fifth-semester Mathematics Education students at Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan. Data were collected through computational thinking tests, questionnaires, interviews, and observations, and subsequently analyzed using content analysis techniques, including data reduction, categorization, and conclusion drawing. The findings reveal that students with high self-efficacy demonstrate superior computational thinking abilities compared to those with low self-efficacy. This study underscores the critical role of self-efficacy in shaping computational thinking profiles and suggests the need for integrated cognitive-affective instructional strategies in mathematics education.
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