Evaluating Computational Thinking and Its Influencing Factors in Vocational Mathematics Learning
Computational thinking (CT) is an important competency for vocational high school students because it supports systematic problem-solving in mathematics and vocational contexts. This study aimed to describe the CT ability profile of tenth-grade students at SMK Citra Medika Kota Magelang and identify the factors influencing it. This study used a descriptive qualitative approach. The participants were 30 students of Class X Nursing 4, and six students were selected as main subjects through purposive sampling based on high, medium, and low CT ability categories. Data were collected through a CT ability test, an open-ended questionnaire, and interviews. Data validity was examined using triangulation, while data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that students’ CT abilities varied across decomposition, abstraction, pattern recognition, and algorithmic thinking. High-category students met all indicators; medium-category students met most indicators but still struggled with algorithmic thinking; and low-category students struggled with abstraction, pattern recognition, and algorithmic thinking. CT ability was associated with prerequisite mathematical knowledge, learning motivation, learning independence, learning environment, and learning resources.
Keywords: contextual problems, computational thinking, health context, mathematics learning, vocational high school.
Ardianto, M. I., Pamungkas, M. D., & Agustyaningrum, N. (2026). How does computational thinking affect mathematical complex problem-solving? Journal of Education and Training Studies, 14(1), 196–212. https://doi.org/10.11114/jets.v14i1.8130
Chen, C. Y., Su, S. W., Lin, Y. Z., & Sun, C. T. (2023). The effect of time management and help-seeking in self-regulation-based computational thinking learning in Taiwanese primary school students. Sustainability (Switzerland), 15(16). https://doi.org/10.3390/su151612494
Chong, W. A. N., & Chong, I. E. K. (2024). The influence and relationship between computational thinking, learning motivation, attitude, and achievement of Code.org in K-12 programming education. arXiv (Cornell University). https://doi.org/10.48550/arXiv.2412.14180
Chytas, C., van Borkulo, S. P., Drijvers, P., Barendsen, E., & Tolboom, J. L. J. (2024). Computational thinking in secondary mathematics education with GeoGebra: Insights from an intervention in calculus lessons. Digital Experiences in Mathematics Education, 10(2), 228–259. https://doi.org/10.1007/s40751-024-00141-0
Fagerlund, J., Leino, K., Kiuru, N., & Niilo-Rämä, M. (2022). Finnish teachers’ and students’ programming motivation and their role in teaching and learning computational thinking. Frontiers in Education, 7(November), 1–18. https://doi.org/10.3389/feduc.2022.948783
Fitrah, M., Sofroniou, A., Setiawan, C., Widihastuti, W., Yarmanetti, N., Jaya, M. P. S., Panuntun, J. G., Arfaton, A., Beteno, S., & Susianti, I. (2025). The impact of integrated project-based learning and flipped classroom on students’ computational thinking skills: embedded mixed methods. Education Sciences, 15(4). https://doi.org/10.3390/educsci15040448
Gunawan, Ferdianto, F., Ulia, N., Akhsani, L., Untarti, R., & Istiqomah. (2025). The profile of students’ mathematical computational thinking process in terms of self-efficacy. Mathematics Teaching-Research Journal, 17(1), 213–231.
Hermans, S., Neutens, T., Wyffels, F., & Van Petegem, P. (2024). Empowering vocational students: a research-based framework for computational thinking Integration. Education Sciences, 14(2). https://doi.org/10.3390/educsci14020206
Kaup, C. F., Pedersen, P. L., & Tvedebrink, T. (2023). Integrating computational thinking to enhance students’ mathematical understanding. Journal of Pedagogical Research, 7(2), 127–142. https://doi.org/10.33902/JPR.202318531
Lee, S. W. Y., Tu, H. Y., Chen, G. L., & Lin, H. M. (2023). Exploring the multifaceted roles of mathematics learning in predicting students’ computational thinking competency. International Journal of STEM Education, 10(1). https://doi.org/10.1186/s40594-023-00455-2
Liu, Z., Gearty, Z., Richard, E., Orrill, C. H., Kayumova, S., & Balasubramanian, R. (2024). Bringing computational thinking into classrooms: A systematic review on supporting teachers in integrating computational thinking into K-12 classrooms. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00510-6
Lu, C., Zhang, S., Yu, X., & Wang, Q. (2025). Computational thinking of elementary school students in social support systems: Exploring the influence effects of teachers, family, and peers. Education and Information Technologies, 30(12), 17531–17555. https://doi.org/10.1007/s10639-025-13475-y
Mills, K. A., Cope, J., Scholes, L., & Rowe, L. (2025). Coding and computational thinking across the curriculum: A review of educational outcomes. Review of Educational Research, 95(3), 581–618. https://doi.org/10.3102/00346543241241327
Mohd Rosli, N., & Mohd Matore, M. E. @ E. (2023). Coding and computational thinking learning for vocational students: Issues and challenges. International Journal of Academic Research in Business and Social Sciences, 13(9), 94–102. https://doi.org/10.6007/ijarbss/v13-i9/17766
Mumcu, F., Kıdıman, E., & Özdinç, F. (2023). Integrating computational thinking into mathematics education through an unplugged computer science activity. Journal of Pedagogical Research, 7(2), 72–92. https://doi.org/10.33902/JPR.202318528
Musaeus, L. H., & Musaeus, P. (2024). Computational thinking and modeling: A quasi-experimental study of learning transfer. Education Sciences, 14(9). https://doi.org/10.3390/educsci14090980
Nordby, S. K., Mifsud, L., & Bjerke, A. H. (2024). Computational thinking in primary mathematics classroom activities. Frontiers in Education, 9(July), 1–14. https://doi.org/10.3389/feduc.2024.1414081
Sinaga, B., Sitorus, J., & Situmeang, T. (2023). The influence of students’ problem-solving understanding and results of students’ mathematics learning. Frontiers in Education, 8(February), 1–9. https://doi.org/10.3389/feduc.2023.1088556
Subramaniam, S., Maat, S. M., & Mahmud, M. S. (2022). Computational thinking in mathematics education : A systematic review. Journal of Educational Sciences, 17(6), 2029–2044.
Tariq, R., Aponte Babines, B. M., Ramirez, J., Alvarez-Icaza, I., & Naseer, F. (2025). Computational thinking in STEM education: Current state-of-the-art and future research directions. Frontiers in Computer Science, 6(January). https://doi.org/10.3389/fcomp.2024.1480404
Tiffani, K., Manaf, M. R., & Efendi, R. (2025). Mathematics and combinatorial thinking: How computational ability influences problem-solving in number patterns? Interval: Indonesian Journal of Mathematical Education, 3(1), 13–25. https://doi.org/10.37251/ijome.v3i1.1616
Weng, X., Ye, H., Dai, Y., & Ng, O. L. (2024). Integrating artificial intelligence and computational thinking in educational contexts: A systematic review of instructional design and student learning outcomes. Journal of Educational Computing Research, 62(6), 1640–1670. https://doi.org/10.1177/07356331241248686
Xing, D., & Zeng, Y. (2025). Exploring the effects of secondary school student’s information and communication technology literacy on computational thinking skills in the smart classroom environment. Education and Information Technologies, 30(7), 9069–9092. https://doi.org/10.1007/s10639-024-13179-9
Ye, J., Lai, X., & Wong, G. K. W. (2022). A multigroup structural equation modeling analysis of students’ perception, motivation, and performance in computational thinking. Frontiers in Psychology, 13(September), 1–13. https://doi.org/10.3389/fpsyg.2022.989066
Zhang, J., Zhou, Y., Jing, B., Pi, Z., & Ma, H. (2024). Metacognition and mathematical modeling skills: the mediating roles of computational thinking in high school students. Journal of Intelligence, 12(6). https://doi.org/10.3390/jintelligence12060055
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.