Keywords
computational thinking skills
innovative learning
prospective teacher
How to Cite
Abstract
This study aims to analyze the effectiveness of the M-APOS learning model (a modification of Action, Process, Object, and Schema) in improving the computational thinking skills of prospective mathematics teachers. The study employed a mixed-methods approach with an explanatory sequential design that combines quantitative and qualitative data. The research subjects consisted of 44 third-semester students divided into an experimental group (n = 22) and a control group (n = 22). The research instruments included an essay-based computational thinking test, learning activity observation sheets, and interview guidelines. Quantitative data were analyzed using a t-test and Cohen’s d effect size calculation, while qualitative data were analyzed thematically to strengthen the quantitative findings. The results indicate that the M-APOS model significantly improves students’ computational thinking skills, as shown by a Cohen’s d value of 1.57, which represents a very large effect. In addition, observation results show a consistent increase in students’ learning activities, particularly in the indicators of decomposition, pattern recognition, abstraction, and algorithmic thinking. High levels of learning activity support concept internalization through the Action–Process–Object–Schema stages. These findings confirm that the M-APOS model has a substantial impact on students’ computational thinking skills.
References
Aisyah. (2018). Analisis kemampuan penalaran logis mahasiswa program studi pendidikan matematika pada mata kuliah pengantar dasar matematika. Jurnal Ilmiah Dikdaya. https://doi.org/10.31227/osf.io/c5s6a
Arifin, N. (2020). Pemikiran pendidikan John Dewey. As-Syar’i: Jurnal Bimbingan & Konseling Keluarga, 2(2), 204–219. https://doi.org/10.47467/as.v2i2.128
Arikunto, S. (2019). Prosedur penelitian. Jakarta: Rineka Cipta.
Arnon, I., Cottrill, J., Dubinsky, E., Oktaç, A., Roa Fuentes, S., Trigueros, M., & Weller, K. (2014). APOS theory: A framework for research and curriculum development in mathematics education. New York: Springer.
Asiala, M., Brown, A., DeVries, D. J., Dubinsky, E., Mathews, D., & Thomas, K. (1997). A framework for research and curriculum development in undergraduate mathematics education. CBMS Issues in Mathematics Education. https://doi.org/10.1090/cbmath/006/01
Budiarti, C. D., Purwanto, S. E., & Hendriana, B. (2019). Kontribusi model pembelajaran M-APOS terhadap kemampuan pemahaman konsep matematis siswa. KALAMATIKA: Jurnal Pendidikan Matematika, 4(1), 15–22. https://doi.org/10.22236/kalamatika.v4i1.2019pp15-22
Cahyani, P. D. (2018). Implementasi model pembelajaran accelerated learning dengan type master untuk meningkatkan kemampuan berpikir kritis [undergraduate thesis, Universitas Muhammadiyah Surakarta].
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Elsevier.
Departemen Pendidikan Nasional. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Sekretariat Negara.
Dubinsky, E., & McDonald, M. A. (n.d.). APOS: A constructivist theory of learning in undergraduate mathematics education research. In The teaching and learning of mathematics at university level (pp. 275–282). Kluwer Academic Publishers.
Ilmi, M., Makmuri, M., & Wiraningsih, E. D. (2022). The effect of the online-based M-APOS model on mathematics problem-solving ability reviewed from students’ self-esteem. Jurnal Tarbiyah, 29(1), 1–15. https://doi.org/10.30829/tar.v29i1.1266
Lehtinen, E., Hannula-Sormunen, M., McMullen, J., & Gruber, H. (2017). Cultivating mathematical skills: From drill-and-practice to deliberate practice. ZDM–Mathematics Education, 49(4), 625–636. https://doi.org/10.1007/s11858-017-0856-6
Li, Z., & Oon, P. T. (2024). The transfer effect of computational thinking (CT)-STEM: A systematic literature review and meta-analysis. International Journal of STEM Education, 11(1), 44. https://doi.org/10.1186/s40594-024-00498-z
Malik, H. K. (2016). Kepedulian orang tua terhadap pendidikan anak untuk menyelesaikan program wajib belajar sembilan tahun. Jurnal Pendidikan dan Pemberdayaan Masyarakat, 3(1), 38–47. https://doi.org/10.21831/jppm.v3i1.8061
Mendrofa, N. K. (2024). Computational thinking skills in 21st century mathematics learning. JIIP: Jurnal Ilmiah Ilmu Pendidikan, 7(1), 792–801. https://doi.org/10.54371/jiip.v7i1.3780
Mitrayana. (2024). Peningkatan kemampuan computational thinking dan kemandirian belajar dalam pembelajaran matematika siswa SMA dengan menggunakan model pembelajaran M-APOS [master’s thesis, Universitas Pendidikan Indonesia].
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM.
Nurlaelah, E. (2015). Model pemberian tugas resitasi (M-APOS) yang dilaksanakan dengan bahasa Inggris dalam mengembangkan kemampuan komunikasi matematis dan kepercayaan diri mahasiswa calon guru. Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam, 17(2), 173–182. https://doi.org/10.18269/jpmipa.v17i2.232
Öztürk, T., Güven, İ., & Ayantaş, T. (2024). Bibliometric review of computational thinking and mathematical thinking. Annual Conference of Association for Learning Technology, Manchester, England, 3 - 05 September 2024.
Purwaningsih, W. I., & Supriyono, S. (2020). Analisis kemampuan berpikir kreatif siswa dalam menyelesaikan masalah matematika. Jurnal Pendidikan Surya Edukasi, 6(2), 157–167. https://doi.org/10.37729/jpse.v6i2.6803
Rahman, A., & Ahmar, A. S. (2016). Exploration of mathematics problem solving process based on the thinking level of students in junior high school. International Journal of Environmental and Science Education, 11(14)
Rusmini. (2017). Peningkatan mutu sumber daya manusia melalui pendidikan karakter dan attitude. NUR EL-ISLAM: Jurnal Pendidikan dan Sosial Keagamaan, 4(2), 79–96. Retrieved from https://ejurnal.iaiyasnibungo.ac.id/index.php/nurelislam/article/view/71
Sari, D.M, & Hoiriyah, D. (2021). Kemampuan berpikir logis mahasiswa dengan menggunakan model pembelajaran M-APOS. Logaritma: Jurnal Ilmu-ilmu Pendidikan dan Sains, 9(2). https://doi.org/10.24952/logaritma.v9i02.4525
Sari, D. M., Suhendra, & Nurlaelah, E. (2024). How prospective mathematics teachers do computational thinking (CT) task? An analysis of CT prior knowledge. Hipotenusa: Journal of Mathematical Society, 6(1), 31–43. https://doi.org/10.18326/hipotenusa.v6i1.1908
Shapulatovich, I. N. (2019). Developing students’ mathematical abilities by solving special exercises. European Journal of Research and Reflection in Educational Sciences, 7 (5), 1-5
Sugiyono. (2020). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Sugiyono. (2019). Metode penelitian pendidikan: Kuantitatif, kualitatif, kombinasi, R&D, dan penelitian pendidikan. Bandung: Alfabeta.
Wahyudi, W., Suyitno, H., & Waluya, S. B. (2018). Dampak perubahan paradigma baru matematika terhadap kurikulum dan pembelajaran matematika di Indonesia. INOPENDAS: Jurnal Ilmiah Kependidikan, 1(1). https://doi.org/10.24176/jino.v1i1.2315
Yerizon, Y., Sukestiyarn, S., & Arnellis, A. (2024). Development of mathematics learning tools based on the M-APOS approach to improve the reasoning ability of class VII students. Revista de Gestão Social e Ambiental, 18(6), e05070. https://doi.org/10.24857/rgsa.v18n6-029
Jurnal Tadris Matematika (p-ISSN: 2621-3990, e-ISSN: 2621-4008) by http://ejournal.uinsatu.ac.id/index.php/jtm is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License