Integration of Computational Thinking in Mathematics Learning Based on Scratch Interactive Media

Abstract

Computational Thinking (CT) is an essential skill in the digital era, especially for solving complex problems in mathematics education. CT includes decomposition, pattern recognition, abstraction, and algorithms, which help students understand mathematical problems better. This research aims to integrate CT in mathematics learning using Scratch, an interactive media that dynamically visualizes mathematical concepts. The research method is descriptive qualitative, collecting data through observation, interviews, and test results. The results show that using Scratch helps improve students' understanding of sequence and series concepts as well as problem-solving and algorithmic thinking skills. Pretest and posttest data showed significant improvement after the intervention. Interviews also show that students are more motivated and easily understand mathematical concepts with the help of visualization from Scratch. However, some students struggle to understand complex code, emphasizing the need for additional guidance. This research highlights Scratch's great potential in strengthening mathematical understanding through challenging and fun problem-solving. Further research is needed to explore integrating other mathematical concepts with programming.