Implementasi Computational Thinking dalam Pembelajaran Sekolah Dasar: Sebuah Systematic Literature Review terhadap Penelitian Tahun 2021-2026
DOI:
10.29303/jm.v8i2.12649Published:
2026-06-30Abstract
Computational Thinking (CT) is a crucial 21st-century competency that should be cultivated starting at the primary school level. This study aims to analyze research trends, implementation, and the impact of Computational Thinking in primary school education during the 2021–2026 period. The study employs a Systematic Literature Review (SLR) method based on PRISMA guidelines. A total of 34 articles—sourced from Scopus, ERIC, SpringerLink, ScienceDirect, ProQuest, SINTA, Garuda, and Google Scholar—were analyzed using a descriptive-qualitative approach. The findings indicate an increase in CT research, with increasingly diverse implementation methods such as Scratch, robotics, STEM, Project-Based Learning, educational games, Artificial Intelligence, and unplugged activities. CT implementation has been shown to enhance algorithmic thinking, decomposition, pattern recognition, abstraction, problem-solving, creativity, and student learning motivation. However, implementation still faces challenges regarding teacher competence, curriculum integration, and the development of appropriate assessments. Therefore, strengthening teacher capacity, developing an integrated curriculum, and conducting further research are essential to optimize the implementation of Computational Thinking at the primary school level.
Keywords:
Computational Thinking; Sekolah Dasar; pembelajaran; Systematic Literature ReviewReferences
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