An Analysis of Seventh-Grade Students’ Computational Thinking Skills in Solving Algebra Problems

Abstract

 Computational thinking (CT) is a higher-order thinking skill that plays an important role in mathematics learning, particularly in algebra material at the Junior Secondary School level. This study aims to analyze the computational thinking ability of Grade VII students in solving algebra problems from the perspective of decomposition, pattern recognition, abstraction, and algorithm indicators. The study employed a descriptive approach with quantitative-qualitative analysis of student responses to contextual algebra problems. The research subjects were Grade VII students at a junior secondary school in Bandung, West Java. The research instrument consisted of an algebra test based on CT and a computational thinking assessment rubric. The results indicate that students' computational thinking ability falls in the moderate category, with decomposition and pattern recognition indicators being more dominant than abstraction and algorithm. These findings suggest that students still face difficulties in modeling algebra problems into symbolic form and developing systematic problem-solving procedures. This research provides important implications for developing algebra learning integrated with computational thinking.