ANALISIS PENERAPAN COMPUTATIONAL THINKING OLEH GURU DALAM PEMBELAJARAN IPAS DI SEKOLAH DASAR

Abstract

This study was motivated by the importance of implementing Computational Thinking in elementary school IPAS learning to develop students’ critical thinking and problem-solving skills. However, the implementation of Computational Thinking (CT) in IPAS learning still faces various challenges, particularly related to teachers’ understanding and readiness in integrating CT elements into the learning process. This study aimed to describe the implementation of Computational Thinking in IPAS learning at elementary schools and to identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative descriptive approach. The research subjects consisted of two fifth-grade IPAS teachers from two public elementary schools selected through purposive sampling. Data were collected through in-depth interviews and classroom observations. Data analysis used the interactive model of Miles, Huberman, and Saldana, including data collection, data condensation, data display, and conclusion drawing. The findings revealed that the implementation of CT in IPAS learning was still not optimal. The most commonly applied CT elements were decomposition and pattern recognition, while abstraction and algorithmic thinking were rarely implemented. Supporting factors included teachers’ basic understanding of CT and the contextual characteristics of IPAS learning, whereas inhibiting factors included limited teacher understanding, lack of training, limited CT-based learning references, and limited instructional time.