Devila Laura Alviona Ahmadi, Astuti, Zulfah

Analisis Kemampuan Computational Thinking (CT) Peserta Didik Kelas VIII SMP Negeri 1 Bangkinang Kota

Introduction

Analisis kemampuan computational thinking (ct) peserta didik kelas viii smp negeri 1 bangkinang kota. Analisis kemampuan Computational Thinking (CT) siswa kelas 8 SMP Negeri 1 Bangkinang Kota. Penelitian kualitatif ini mengungkap tingkat pemahaman & penyelesaian soal CT pada siswa tinggi, sedang, dan rendah.

Abstract

This research aims to analyze the CT abilities of class VIII students at SMP Negeri 1 Bangkinang Kota. CT ability is an ability that students must have and to find out to what extent these CT abilities have developed and been fulfilled by students. This research is a qualitative descriptive research. The research subjects were all class VIII students, totaling 36 students. The data collect ion techniques used were interviews and tests. The results of this research can be concluded that the high category (KT) subjects can understood the question information correctly in worked on CT ability questions, can answered questions according to the CT ability indicators, answer correctly and can also made conclusions from the answers obtained and check again. to ensure the corrected of the answer. Likewise, subjects in the medium category (KS) are quite good at found information from the questions, but do not understood the answers to the questions themselves. Medium category students can also made conclusions from the answers they get. Meanwhile, low category subjects (KR) were unable to understood the questions, found the right information and drew conclusions when solving the CT ability test questions.

Review

This study, titled "Analisis Kemampuan Computational Thinking (CT) Peserta Didik Kelas VIII SMP Negeri 1 Bangkinang Kota," addresses a highly relevant topic in contemporary education: the assessment of Computational Thinking (CT) abilities among students. The abstract clearly articulates the research's aim to analyze CT skills in a specific group of 8th-grade students, emphasizing CT as a crucial skill for student development. Utilizing a qualitative descriptive approach with all 36 Class VIII students, the methodology involving interviews and tests appears suitable for an in-depth exploration of student capabilities. The defined scope and subject group provide a clear context for the investigation. The research effectively categorizes student performance into high, medium, and low CT ability categories, offering distinct insights into each group's characteristics. Students in the high category demonstrated a strong grasp of question information, aligned answers with CT indicators, and exhibited critical thinking by drawing conclusions and re-checking their work. The medium category showed promising ability in identifying information but struggled with fully comprehending the answers themselves, though they could still formulate conclusions. Conversely, the low category faced significant challenges, unable to understand questions, extract relevant information, or draw logical conclusions. These findings clearly differentiate student capabilities and provide a valuable snapshot of CT proficiency within the sample. Overall, this research provides a significant contribution by shedding light on the current state of CT abilities among middle school students in an Indonesian context, an area where such empirical data is highly valuable. The detailed categorization of student performance offers practical implications for educators to tailor teaching strategies and interventions. To further enhance the impact and clarity of the work, a thorough language review of the abstract (and presumably the full paper) would be beneficial, as several grammatical errors and awkward phrasings were noted. Future research could build upon these findings by exploring the factors influencing these CT levels or developing targeted educational programs to address the identified weaknesses, particularly in the medium and low proficiency groups.

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