Computational Thinking (CT) Analysis in High School Physics Learning: A Systematic Literature.
DOI:
https://doi.org/10.52434/jkpi.v7i1.44055Abstract
Physics learning at the senior high school (SMA) level still faces various challenges, particularly in linking abstract concepts to real-life contexts and developing 21st-century competencies. One approach considered relevant to address these challenges is Computational Thinking (CT), which encompasses decomposition, pattern recognition, abstraction, and algorithm skills. Therefore, this study aims to investigate and map trends in Computational Thinking studies in high school physics learning in Indonesia. Data were obtained through a Systematic Literature Review (SLR) of 25 articles published in the 2019–2026 period using the PRISMA guidelines. The results show a mapping of CT research attributes in physics learning, which is dominated by the development of CT-based learning tools and integration of topics on motion, work-energy, and waves. Furthermore, existing research indicates that the application of CT contributes positively to improving students' critical thinking skills, problem-
solving, and understanding of physics concepts, although algorithm skills remain a relatively weak aspect and teachers' competency in integrating CT is still limited. These findings can be used as a basis for determining research novelty and identifying opportunities and directions for further research. The main limitation of this study lies in the scope of the search strategy which is still limited to national databases so that it does not fully cover all
relevant studies.
Keywords: Computational Thinking, High School, Learning, Physics
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Copyright (c) 2026 Zakhia Jilan Fadhila, Lusi, Rayandra Asyhar, Ilham Falani
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