Studi Komparatif: Kemampuan Berpikir Komputasional Siswa Berdasarkan Level Self-Efficacy

Abstract

Computational thinking is an essential skill in mathematics education, underpinning students’ abilities to analyze problems systematically and devise effective solutions in the digital era. Self-efficacy, or students’ belief in their own capabilities, is widely regarded as a psychological factor influencing learning achievement, including in mathematics. However, research findings on the relationship between self-efficacy and higher-order mathematical thinking skills remain inconsistent. This study aimed to compare the computational thinking abilities of junior high school students based on their self-efficacy levels (high, moderate, low) in the context of number pattern topics. Employing a quantitative ex-post facto design, data were collected from 53 eighth-grade students selected randomly from SMP Muhammadiyah Majenang. Self-efficacy was measured using a validated questionnaire, while computational thinking skills were assessed through essay tests focusing on decomposition, pattern recognition, abstraction, and algorithmic thinking. Data analysis included descriptive statistics and the Kruskal-Wallis test due to the non-normal distribution of the data. The results showed no statistically significant difference in computational thinking abilities among students with different self-efficacy levels. Although students with high self-efficacy tended to achieve higher average scores on all indicators, these differences were not significant. The findings suggest that, within this context, self-efficacy does not serve as a primary determinant of computational thinking performance. These results contribute to the ongoing discourse on psychological factors in mathematical problem-solving and highlight the need for further research exploring other potential influences on computational thinking in mathematics education.