Sowanto, Tatang Herman, Yaya Sukjaya Kusumah
This research is motivated by misconceptions about applying Computational Thinking (CT) in mathematics instruction. This study examines how math teachers view computational thinking abilities in math instruction. This study employed a qualitative descriptive research design. The research participants were eight math teachers, four from junior high school and four from high school. The data collection technique used is through unstructured interviews. The results of the study show that teachers' perception of CT ability is an ability related to computers, technology, and informatics materials. Teachers still consider CT ability new, and there are few reading sources. Teachers still believe the decomposition component is only suitable for specific materials. In pattern recognition, teachers have a complex perception to build from students because students' understanding of the material is still lacking. For the abstraction component, almost all participants revealed that they only focused on the steps of writing and were asked about the questions. As for the algorithm component, the teacher thinks that it cannot be applied to students because students are used to only the final result. © 2025 Author(s).
Mathematics Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia
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