Pemetaan Konsep Matematika dalam Buku Teks Sekolah Dasar untuk Pengembangan Computational Thinking
DOI:
10.29303/jm.v8i3.12288Published:
2026-09-27Downloads
Abstract
This study aims to analyze the Computational Thinking (CT) content in fifth- and sixth-grade elementary school mathematics textbooks under the Merdeka Curriculum. The study employs a qualitative textbook analysis approach to examine the exploration and practice activities found in the textbooks. The Computational Thinking components analyzed include decomposition, pattern recognition, abstraction, and algorithmic thinking. Data were analyzed through a process of identification, coding, grouping, and calculating the frequency of occurrence of each CT component. The results show that all Computational Thinking components were found in both analyzed textbooks. In the 5th-grade mathematics textbook, the algorithmic thinking component had the highest frequency of occurrence at 39.6%, while in the 6th-grade mathematics textbook, the pattern recognition and abstraction components had the highest percentage at 26.7%. The research findings indicate that the integration of CT in mathematics textbooks exhibits different patterns depending on the characteristics of the material and the grade level. Thus, the Merdeka Curriculum mathematics textbooks include learning activities that support the development of elementary school students’ computational thinking skills through exploratory, contextual, and problem-solving-based activities.
Keywords:
Computational Thinking Mathematics Textbook Textbook AnalysisReferences
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