Mathematics Teachers' Perspectives on Computational Thinking: Insights into Knowledge, Strategies, and Challenges

Authors

Hasan Djidu, Educational Research and Evaluation Department, Universitas Negeri Yogyakarta, Indonesia; Mathematics Education Department, Universitas Sembilanbelas November Kolaka, IndonesiaFollow
Heri Retnawati, Educational Research and Evaluation Department, Universitas Negeri Yogyakarta, IndonesiaFollow
Haryanto Haryanto, Educational Research and Evaluation Department, Universitas Negeri Yogyakarta, IndonesiaFollow

Abstract

In this study we explored how mathematics teachers in Indonesia understood and implemented Computational Thinking Skills (CTS), as well as the challenges they encountered. While CTS—encompassing skills such as decomposition, pattern recognition, abstraction, and algorithmic thinking—had gained prominence in global education reform, its classroom-level integration remains uneven, especially in diverse school settings. Through semi-structured interviews with 11 mathematics teachers from primary and secondary schools across varied regions in Indonesia, including underserved and remote areas, we examined how CTS was conceptualized, practiced, and hindered in real-world teaching. Our thematic analysis revealed three key findings: (a) teachers demonstrated uneven familiarity with CTS, often relating it to general problem-solving or critical thinking without explicitly referencing the CTS framework; (b) many used CTS-aligned strategies like structured problem-solving and real-life application without labeling them as CTS; and (c) implementation was hindered by a range of systemic and pedagogical barriers, including assessment pressures and accountability, time constraints and administrative load, student readiness gaps, instructional pragmatism, and limited access to technology and infrastructure. Our study highlights the need for context-responsive professional development that builds on teachers’ existing practices with the CTS framework, as well as structural support to foster innovation. Implications for teacher training, curriculum design, and policy are discussed, with recommendations for promoting scalable and context-responsive CTS implementation.

Keywords

computational thinking, mathematics education, instructional strategies, teacher perspectives, thematic analysis

Author Bio(s)

Hasan Djidu is a lecturer in the Mathematics Education Department at the Faculty of Education and Teacher Training, Universitas Sembilanbelas November Kolaka, Indonesia. He is also a doctoral student in the Department of Educational Research and Evaluation at the Graduate School, Universitas Negeri Yogyakarta. His research interests include mathematics education, computational thinking, and educational assessment. For inquiries or communication, he can be reached via email at hasandjidu.2021@student.uny.ac.id / hasandjidu@gmail.com.

Heri Retnawati is a Professor in Educational Research and Evaluation at Universitas Negeri Yogyakarta, Indonesia. With expertise in mathematics education assessment, her research focuses on innovative approaches to mathematics learning and assessment. She has contributed extensively to the field of educational measurement and teacher professional development. For inquiries or communication, she can be reached via email at heri_retnawati@uny.ac.id.

Haryanto is an Associate Professor in the Department of Electrical Engineering Education, Faculty of Engineering and a faculty member in the Educational Research and Evaluation Department, Graduated School, Universitas Negeri Yogyakarta, Indonesia. His research focuses on educational evaluation, STEM education, and instructional strategies in technical and vocational education. For inquiries or communication, he can be reached via email at haryanto@uny.ac.id.

Acknowledgements

We would like to express our sincere gratitude to the Center for Higher Education Funding and Assessment and the Ministry of Higher Education, Science, and Technology of the Republic of Indonesia for their financial support in facilitating this research. Their contributions have been instrumental in supporting the first author’s doctoral education and ensuring the successful completion of this study.

Publication Date

7-31-2025

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2025.6494

Recommended APA Citation

Djidu, H., Retnawati, H., & Haryanto. (2025). Mathematics teachers' perspectives on computational thinking: Insights into knowledge, strategies, and challenges. The Qualitative Report, 30(7), 4019-4040. https://doi.org/10.46743/2160-3715/2025.6494

ORCID ID

0000-0003-1110-6815

ResearcherID

F-2067-2019