Electronic Theses and Dissertation

Kemampuan Mathematical Computational Thinking (MCT) menjadi keterampilan esensial dalam pembelajaran matematika abad ke-21 yang memungkinkan siswa memecahkan masalah secara logis, sistematis dan efisien. Rendahnya keterlibatan kognitif siswa dalam pembelajaran matematika serta kurangnya strategi inovatif dalam mengembangkan MCT menjadi tantangan signifikan di dunia pendidikan. Penelitian ini bertujuan untuk mengetahui: (1) peningkatan kemampuan MCT siswa yang diajarkan melalui projek animasi berbantuan scratch; (2) peningkatan cognitive engagement siswa yang diajarkan melalui projek animasi berbantuan scratch; (3) interaksi antara model pembelajaran dengan level siswa terhadap peningkatan kemampuan MCT; (4) interaksi antara model pembelajaran dengan level siswa terhadap peningkatan cognitive engagement. Penelitian ini menggunakan pendekatan kuantitatif dengan desain True Experimental Design, menerapkan pretest-posttest control group design. Sampel penelitian terdiri dari 60 siswa kelas VIII di SMPN 2 Kota Sigli yang dipilih secara acak menggunakan teknik simple random sampling dengan 30 siswa pada kelas eksperimen dan 30 siswa pada kelas kontrol. Instrumen penelitian meliputi tes kemampuan MCT berbentuk soal uraian dan angket cognitive engagement. Analisis data dilakukan dengan uji-t dan uji Anova. Hasil penelitian menunjukkan bahwa pembelajaran melalui projek animasi berbantuan scratch secara signifikan lebih baik dalam meningkatkan kemampuan MCT dan cognitive engagement siswa dibandingkan dengan pembelajaran konvensional. Selain itu, tidak terdapat interaksi model pembelajaran dan level siswa terhadap peningkatan kemampuan MCT dan CE. Dengan demikian, model PjBL berbantuan scratch dapat menjadi pendekatan pembelajaran inovatif yang mendukung kemampuan MCT serta meningkatkan keterlibatan kognitif siswa dalam pembelajaran matematika.


Kata kunci: Mathematical Computational Thinking, Cognitive Engagement, Project-Based Learning, Scratch, Pembelajaran Matematika.

Mathematical Computational Thinking (MCT) is an essential skill in 21st century mathematics learning that enables students to solve problems logically, systematically and efficiently. The low cognitive engagement of students in learning mathematics and the lack of innovative strategies in developing MCT are significant challenges in education. This study aims to determine: (1) the improvement of MCT ability of students taught through scratch-assisted animation project; (2) the improvement of cognitive engagement of students taught through scratch-assisted animation project; (3) the interaction between learning model and student level on the improvement of MCT ability; (4) the interaction between learning model and student level on the improvement of cognitive engagement. This study used a quantitative approach with a True Experimental Design, implementing a pretest-posttest control group design. The research sample consisted of 60 8th grade students at SMPN 2 Sigli City, who were randomly selected using simple random sampling technique with 30 students in the experimental class and 30 students in the control class. The research instruments included MCT ability test in the form of description questions and cognitive engagement questionnaire. Data were analyzed using t-test and Anova test. The results showed that learning through scratch-assisted animation project was significantly better in improving students' MCT ability and cognitive engagement compared to conventional learning. In addition, there is no interaction of learning model and student level on the improvement of MCT and CE skills. Thus, the PjBL model assisted by scratch can be an innovative learning approach that supports the development of computational thinking skills and increases student engagement in learning mathematics. Keywords: Mathematical Computational Thinking, Cognitive Engagement, Project-Based Learning, Scratch, Mathematics Learning.