Studi Literatur Computational Thinking pada Kurikulum Sekolah Dasar Indonesia
DOI:
https://doi.org/10.37304/enggang.v6i1.24257Keywords:
Algorithmic Thinking, Computational Thinking, Digital Literacy, Primary School, Systematic Literature ReviewAbstract
The development of the digital era requires 21st century skills that students must have, one of which is computational thinking (CT) skills. This ability is important for training students to solve problems systematically, think logically, and create innovative solutions. Although important, CT is not yet explicitly listed in the basic education curriculum in Indonesia. This research aims to explore how CT integration is applied in learning at the elementary school level through a Systematic Literature Review (SLR) approach. The SLR method is carried out with reference to the PRISMA protocol, which includes identification, screening, eligibility and inclusion stages. A total of 15 selected articles from the 2021 to 2025 range were analyzed to reveal the approach, subject context, as well as the challenges of CT integration at the elementary level. Results show that CT is beginning to be integrated through project-based learning, educational games, visual programming such as Scratch and Blockly, and AI-based digital media. The dominant CT components developed include decomposition, algorithms, abstraction, and patterns. However, limited teacher understanding, infrastructure, and the lack of a clear curriculum direction are the main obstacles. This research concludes that although the integration of CT in primary schools is not optimal, its potential and urgency are high to develop as part of basic education reform that is adaptive to the challenges of the digital age.
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