COMPUTATIONAL THINKING PATTERNS IN THE MATHEMATICAL MODELING PROCESS: SELF-EFFICACY PRE-SERVICE MATHEMATICS TEACHER
Computational thinking has been characterized as a fundamental skill of the 21st century. In recent years, there has been a growing trend in various educational contexts to focus on the acquisition of computational thinking (CT) skills for both in-service teachers and students. However, very little attention has been paid to pre-service teachers education in terms of CT skills and not-optimal computational thinking processes. To solve this issue, an empirical experiment has been carried out with 30 Indonesian preservice mathematics teachers. To find solutions related to the not-optimal computational thinking processes of preservice teachers. This study aims to find patterns of computational thinking based on the self-efficacy of pre-service teachers. The method used in this study was descriptive qualitative. Researchers collected data through questionnaires, tests, and interviews. This research began by looking at prospective teachers' self-efficacy using a questionnaire. Three levels were created from the analysis of the survey results. At each level after that, two informants were selected. The study's findings indicate that high levels self-efficacy informants are more likely to describe crucial information, recognize patterns, approach problems methodically, and come up with the best solutions. Moderate self-efficacy informants can usually identify and mention patterns and describe significant information. Still, they often struggle to come up with a comprehensive solution. Low self-efficacy informants frequently struggle to identify and mention patterns pertinent to the problem, resulting in mistakes being made when attempting to solve it. This study contributes to a small but growing literature that investigates how preservice mathematic teachers think computationally in terms of self-efficacy. The findings of this study provide evidence that optimization requires experience and good mathematical literacy to improve reasoning in computational thinking processes.
Computational Thinking, Reasoning, Self-Efficacy