Vol.14, No.1, February 2025.                                                                                                                                                                          ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

Computational Thinking in Mathematics Instruction Integrated to STEAM Education: A Systematic Review and Meta-Analysis

Suparman Suparman, Dadang Juandi, Turmudi Turmudi, Bambang Avip Priatna Martadiputra, Yullys Helsa, Masniladevi Masniladevi, Dea Stivani Suherman

© 2025 Dadang Juandi, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 14, Issue 1, Pages 949-963, ISSN 2217-8309, DOI: 10.18421/TEM141-84, February 2025.

Received: 12 May 2024.

Revised: 06 November 2024.
Accepted: 09 January 2025.
Published: 27 February 2025.

Abstract:

In the early 2000s, computational thinking (CT) has emerged as an essential skill, and combining mathematics teaching with STEAM education is seen as an effective strategy to improve CT abilities. Over the past few decades, research on this educational strategy has increased significantly. This study evaluates the impact of STEAM-based mathematics teaching on CT skills among students and investigates major factors that contribute to their CT development. A meta-analytic review was conducted, encompassing 43 empirical studies listed in Scopus and published between 2017 and 2023. These studies included data from 7,807 students and produced 80 effect size estimates for analysis. By applying Q Cochrane and Z tests using CMA v.4 software, the results demonstrated a significant, moderately positive impact on students' CT skills. Additionally, variables such as duration of intervention, ICT utilization, and the type of mathematical content were found to significantly influence CT outcomes, while factors like educational level and learning setting did not. The implications for mathematics education are explored in depth.

Keywords – Computational thinking, mathematics instruction, meta-analysis, systematic review, STEAM.

-----------------------------------------------------------------------------------------------------------

Full text PDF >  

-----------------------------------------------------------------------------------------------------------