ANALISIS KEMAMPUAN COMPUTATIONAL THINKING SISWA SMA DALAM MENYELESAIKAN SOAL HOTS MATEMATIKA DITINJAU DARI GAYA BERPIKIR GREGORC MELALUI STIMULUS PEMBELAJARAN KONTEKSTUAL

    Luthfiyah Khairunnisah Hidayat, - and Dian Usdiyana, - and Elah Nurlaelah, - (2025) ANALISIS KEMAMPUAN COMPUTATIONAL THINKING SISWA SMA DALAM MENYELESAIKAN SOAL HOTS MATEMATIKA DITINJAU DARI GAYA BERPIKIR GREGORC MELALUI STIMULUS PEMBELAJARAN KONTEKSTUAL. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Penelitian ini bertujuan untuk menganalisis kemampuan computational thinking siswa dalam menyelesaikan soal matematika bertipe Higher-Order Thinking Skills (HOTS) berdasarkan gaya berpikir Gregorc. Computational thinking mencakup empat indikator utama, yaitu dekomposisi, pengenalan pola, berpikir algoritma, serta abstraksi dan generalisasi pola. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus yang melibatkan 26 siswa kelas X di salah satu SMA Swasta di Kota Bandung. Instrumen penelitian terdiri dari angket gaya berpikir Gregorc, tes uraian soal HOTS pada materi Sistem Persamaan Linear Tiga Variabel (SPLTV), dan pedoman wawancara. Sebelum tes diberikan, peneliti memberikan stimulus pembelajaran sebagai pemantik agar siswa memiliki pengalaman awal dalam menghadapi soal HOTS. Hasil penelitian menunjukkan bahwa kemampuan computational thinking siswa bervariasi sesuai gaya berpikir. Siswa Sekuensial Konkret dapat mengikuti prosedur sistematis, tetapi kesulitan dalam abstraksi. Siswa Sekuensial Abstrak mampu memenuhi indikator dekomposisi, namun belum konsisten pada pengenalan pola. Siswa Acak Konkret cenderung fleksibel tetapi tidak konsisten, sedangkan siswa Acak Abstrak kreatif namun mengalami kesulitan dalam berpikir algoritma. Siswa dengan lebih dari satu gaya berpikir memperlihatkan variasi capaian tergantung gaya dominan yang dimiliki. Temuan ini menegaskan pentingnya strategi pembelajaran yang memperhatikan perbedaan gaya berpikir dalam meningkatkan kemampuan computational thinking siswa. This study aimed to analyze students' computational thinking abilities in solving Higher Order Thinking Skills (HOTS) mathematics problems based on Gregorc's thinking style. Computational thinking encompassed four main indicators, namely decomposition, pattern recognition, algorithmic thinking, and abstraction and generalization of patterns. This study used a qualitative approach with a case study method involving 26 tenth-grade students at a private high school in Bandung. The research instruments consisted of a Gregorc thinking style questionnaire, a HOTS essay test on the material of Three-Variable Linear Equation Systems,, and interview guidelines. Before administering the test, the researcher provided learning stimuli as a trigger to ensure that students had initial experience in dealing with HOTS problems. The findings showed that students' computational thinking abilities varied according to their thinking styles. Concrete Sequential students were able to follow systematic procedures but had difficulties with abstraction. Abstract Sequential students were able to meet the decomposition indicator but were not consistent in pattern recognition. Concrete Random students demonstrated flexibility but were not consistent, while Abstract Random students showed creativity but struggled with algorithmic thinking. Students with more than one thinking style showed variations in achievement depending on their dominant style. These findings emphasized the importance of learning strategies that took into account differences in thinking styles to improve students' computational thinking abilities.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S1)
    Additional Information: ID SINTA Dosen Pembimbing: Dian Usdiyana: 0001096007 Elah Nurlaelah: 0023116403
    Uncontrolled Keywords: Computational thinking, HOTS, Gaya Berpikir Gregorc, Pembelajaran Kontekstual, SPLTV Computational thinking, HOTS, Gregorc Thinking Styles, Contextual Learning, SPLTV
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education
    L Education > LB Theory and practice of education > LB2300 Higher Education
    Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika
    Depositing User: Luthfiyah Khairunnisah Hidayat
    Date Deposited: 02 Sep 2025 07:08
    Last Modified: 02 Sep 2025 07:08
    URI: http://repository.upi.edu/id/eprint/137083

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