Persepsi Guru terhadap Hambatan Pembelajaran Matematika dan Integrasi Computational Thinking
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Penelitian ini bertujuan untuk mengidentifikasi persepsi guru terhadap hambatan pembelajaran matematika serta peluang integrasi Computational Thinking (CT) pada tingkat pendidikan menengah. Subjek penelitian melibatkan tujuh guru matematika di SMP Negeri 6 Denpasar dengan latar belakang usia, pengalaman, dan pendidikan yang beragam. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan instrumen berupa angket tertutup dan terbuka. Data dianalisis melalui persentase dan frekuensi untuk jawaban kuantitatif, serta analisis tematik untuk jawaban kualitatif. Hasil penelitian menunjukkan bahwa sebagian besar guru (85,7%) mengidentifikasi hambatan utama terjadi pada topik abstrak, khususnya geometri dan aljabar, yang berkaitan dengan keterbatasan pemahaman konsep dan kemampuan metakognitif siswa. Guru juga menilai bahwa keterbatasan pelatihan dan fasilitas menjadi penghalang dalam penerapan CT. Walaupun pemahaman guru terhadap CT masih terbatas, seluruh responden (100%) sepakat bahwa CT relevan untuk mendukung pembelajaran matematika yang lebih kontekstual. Guru menyarankan pelatihan berkelanjutan, penyediaan sarana pembelajaran, dan penerapan model berdiferensiasi berbasis hambatan belajar. Temuan ini menegaskan bahwa keberhasilan integrasi CT bergantung pada dukungan kelembagaan dan penguatan kapasitas guru, sekaligus membuka peluang bagi penelitian selanjutnya mengenai pengembangan model pembelajaran berdiferensiasi untuk meningkatkan kemampuan berpikir komputasi siswa.
Teachers’ Perceptions of Barriers in Mathematics Instruction and the Integration of Computational Thinking
This study aims to identify teachers’ perceptions of the barriers in mathematics learning and the opportunities for integrating Computational Thinking (CT) at the secondary education level. The research involved seven mathematics teachers at SMP Negeri 6 Denpasar, representing diverse ages, teaching experiences, and educational backgrounds. A descriptive quantitative approach was employed using both closed- and open-ended questionnaires. Data were analyzed quantitatively through percentages and frequencies, and qualitatively through thematic analysis. The findings indicate that the majority of teachers (85.7%) reported significant barriers in abstract topics such as geometry and algebra, mainly due to students’ limited conceptual understanding and metacognitive skills. Teachers also highlighted the lack of training and facilities as major obstacles in implementing CT. Although teachers’ understanding of CT was limited, all respondents (100%) acknowledged its relevance for supporting more contextual mathematics instruction. Teachers recommended continuous training, the provision of adequate learning resources, and the application of differentiated learning models based on students’ learning barriers. These findings emphasize that the success of CT integration depends on institutional support and teacher capacity-building, while also providing a foundation for future research on developing differentiated learning models aimed at enhancing students’ computational thinking skills.
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