Computational Thinking Skills in Exponential Functions using GeoGebra-assisted Problem-Based Learning
Keywords:
Computational Thinking, Mathematical Problem Solving, GeoGebra, Exponential FunctionsAbstract
This study aims to describe senior high school students' Computational Thinking (CT) skills in exponential function material through GeoGebra-assisted Problem-Based Learning (PBL). Computational thinking is an essential 21st-century skill, yet Indonesian students' mathematical literacy remains low. This research employed a descriptive qualitative method, involving 33 students of class XII IPA 2 at MAN 1 Banyuasin as subjects. Data were collected through CT skill tests, observations, and semi-structured interviews. The CT indicators analyzed included decomposition, pattern recognition, abstraction, and algorithmic thinking. The results showed that the majority of students (25 students) were in the "moderate" category, while 3 students reached the “high” category, and 5 students were in the “low” category. Students in the high category successfully fulfilled all four CT indicators. In contrast, students in the moderate and low categories faced significant difficulties in the abstraction and algorithmic thinking stages. GeoGebra played a crucial role as a dynamic visualization tool that helped students bridge abstract exponential concepts to concrete visual forms and served as a self-verification tool for their algorithmic solutions. The integration of GeoGebra in PBL provides a structured environment for students to develop systematic problem-solving strategies
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