Computational Thinking Skill Profile of Prospective Science Teacher Students in the Dynamic Electricity
Keywords: computational thinking skills, science teacher candidates, dynamic electricity
Abstract
This study aims to describe the Computational Thinking Skill (CTS) profile of prospective science teacher students in solving problems with dynamic electricity material. This study uses a descriptive method with a quantitative approach. The data collection technique in this study used a CTS essay test of 10 questions and a multiple-choice computational thinking test, which were then analyzed using quantitative descriptive analysis. Based on the results of the study, it is known that the level of CTS ability of prospective science teacher students is 43.74% so it is categorized as sufficient. The highest level that students can achieve is 53.15%, which is an indicator of pattern recognition ability, and the lowest level is 32.28%, which indicates abstraction ability. Meanwhile for other indicators, namely algorithms and decomposition, the results obtained were 40.34% and 49.19% respectively.
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