Computational Thinking Ability of Elementary School Pre-Service Teachers in Robotic STEAM Learning Afra Lathifah (a*), Cucuk Wawan Budiyanto (b), Rosihan Ari Yuana (c)
Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
a*) afra.lathifah[at]student.uns.ac.id
b) cbudiyanto[at]staff.uns.ac.id
c) rosihanari[at]staff.uns.ac.id
Abstract
Computational thinking (CT) is an ability that must be had in the 21st century to understand and participate in a computer-based world. The Indonesian government developed CT by compiling regulations on the competencies required for CT in middle and high schools. Besides, learning needs to start since childhood, especially at the elementary school level. In addition, training computational thinking in teaching and learning requires readiness from the educator. Recently the concept of STEAM learning and the use of robotics technology in the world of education emerged as an effort in developing CT. Therefore, the purpose of this study is to determine the effect of robotics activities on STEAM learning and the achievement of computational thinking skills tested on elementary school pre-service teachers. This research is a qualitative with case study approach by taking eight undergraduate elementary school teacher participants selected using the purposive sampling method. Observation and interviews are the methods used in gathering data and in the process of analyzing the data using a thematic analysis. After analyzing the data, three themes were used in the analysis, i.e. correlation with experience, active learning using media hands-on, and scaffolding learning. The results found that participants who used robot in STEAM learning could gain new knowledge and skill. Most of the CT component of participants was found during the exploratory phase using robotics in STEAM learning. Participants still lacked in modularity activities, but very adapt well in abstraction and algorithm activities
