Students’ computational thinking skills in solving PISA-like problems on space and shape content

Computational thinking is an ability needed by students in the era of digitalization and the development of science. Problem-solving similar to PISA, is one of the methods used to exercise students’ computational thinking skills. This study aims to analyze the computational thinking ability of students in solving PISA-like problems on space and shape content. The method of this research is qualitative method. The subjects of this research were six students’ VIII grade in Muhammadiyah Al Kautsar Kartasura Special Program Junior High School. Subject consisted of each two students with high, medium, and low mathematical abilities. Data collection techniques with written tests and interviews. Qualitative data analysis uses three stages, namely data reduction, data presentation, and data analysis. From the result data analysis, it was found in the subject with high mathematical abilities were able to fulfil all indicators in the abstraction aspect. On the other hand subject with medium mathematical abilities could only fulfil one of the indicators, namely understanding and focusing information on the problem. In contrast, subjects with low mathematical abilities did not fulfil with the abstraction indicators in the problem solving of PISA-like problems. In the decomposition aspects, all subjects with high, medium, and low mathematical abilities could fulfil all indicators. Aspects of generalization on subject with high mathematical abilities can fulfil the indicators; the subjects with medium and low categories have not been able to fulfil the indicators. In the aspect of algorithm design only subject with high mathematical abilities are can fulfil the indicator to make correct logical steps in compiling the problem- solving process. The aspect of debugging on the subject with high mathematical abilities are can fulfil indicator. Meanwhile, subjects with medium mathematical abilities can corrected their answer, but have not been able to fulfil the indicators of identifying and correcting errors. And then, subjects with low mathematical abilities have not been able to fulfil the indicators and not re-correcting.