Computational Thinking Skill and Mathematics Problem Solving Using Flowgorithm: An Experiment with Eight-Grade Students of Madrasah Tsanawiyah

Authors

  • I Made Suarsana Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Tatang Herman Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Elah Nurlaelah Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Didi Suryadi Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Irianto Irianto Department General Education, Rabdan Academy, Abu Dhabi, United Arab Emirates
  • Al Jupri Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Asep Bayu Dani Nandiyanto Department of Chemistry, Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Zulkaidah Nur Ahzan Mathematics Education Study Program, Universitas Timor, Nusa Tenggara Timur, Indonesia

Keywords:

computational thinking, Flowgorithm, problem-solving, programming, Islamic school

Abstract

This study aimed to evaluate the effect of using a Flowgorithm on computational thinking and mathematical problem-solving abilities. The research employed a quasi-experimental design with a pre-post test control group. The research was conducted in two phases: the programming phase and the mathematical phase. The research population consisted of all 8th-grade students from Madrasah Tsanawiyah in Bali Province, Indonesia, with sampling conducted using a cluster random sampling technique. The sample size was 34 students (14 students in the control group, 20 students in the experiment group). Data on computational thinking and problem-solving abilities are collected using tests. Data analysis used MANCOVA, followed by a post hoc test, and the effect size was described using the partial eta squared coefficient. The results show that there are significant differences between the two groups. The results of the post hoc test showed that the post hoc test results indicated that mathematics learning assisted by Flowgorithm significantly influenced computational thinking abilities. At the same time, no differences were observed in problem-solving abilities. Although the effect on mathematical problem-solving abilities was not significant, no negative impact was found from integrating Flowgorithm. These findings have implications for integrating computational thinking concepts in the curriculum and/or mathematics learning.

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2025-09-21

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