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The Effect of Gender, High School Major, Admission Process, and Year of Study towards Pre-Service Elementary Teachers' Computational Thinking Skills

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Title: The Effect of Gender, High School Major, Admission Process, and Year of Study towards Pre-Service Elementary Teachers' Computational Thinking Skills
Language: English
Authors: Zetra Hainul Putra (ORCID 0000-0002-0860-1076), Herry Sumadinata, Gustimal Witri (ORCID 0009-0001-5361-2735), Rifqa Gusmida Syahrun Barokah (ORCID 0009-0004-3318-9062), Yahya Gunawan (ORCID 0009-0001-6741-5062), Dahnlisyah (ORCID 0000-0002-8338-5940), Mohd. Ridhuan Mohd. Jamil (ORCID 0000-0002-1330-3751)
Source: Education and Information Technologies. 2025 30(11):15871-15889.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Elementary Education
Descriptors: Gender Differences, High School Students, Majors (Students), Prior Learning, College Admission, Preservice Teachers, Preservice Teacher Education, Elementary School Teachers, Computation, Thinking Skills, Mathematics Teachers, Mathematics Skills, Foreign Countries, Undergraduate Students, Curriculum Development
Geographic Terms: Indonesia
DOI: 10.1007/s10639-025-13429-4
ISSN: 1360-2357
1573-7608
Abstract: Computational thinking, a critical cognitive process from computer science, has gained prominent role in various academic domains, particularly mathematics. It involves problem decomposition, pattern recognition, algorithmic thinking, and abstraction. While previous studies have extensively explored computational thinking at the primary and secondary education levels, there is a noticeable gap in studies focused on pre-service teachers. This study seeks to bridge that gap by analyzing the computational thinking skills of pre-service elementary teachers in Riau, Indonesia. The research employs a quantitative approach, utilizing non-parametric tests to examine the influence of different variables, including gender, high school major, admission process, and year of study. A sample of 244 pre-service elementary teachers from the Elementary Teacher Education at a Public University in Riau, Indonesia, participated in the study, with data collected through a validated test comprising 22 questions based on computational thinking frameworks. The findings reveal significant differences in computational thinking skills based on the admission process and high school major. However, no significant differences were evident concerning gender and academic cohorts. These results provide valuable insights into the program to support pre-service elementary teachers' computational thinking through curriculum development in this area.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478987
Database: ERIC
FullText Text:
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  Data: The Effect of Gender, High School Major, Admission Process, and Year of Study towards Pre-Service Elementary Teachers' Computational Thinking Skills
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  Data: <searchLink fieldCode="AR" term="%22Zetra+Hainul+Putra%22">Zetra Hainul Putra</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0860-1076">0000-0002-0860-1076</externalLink>)<br /><searchLink fieldCode="AR" term="%22Herry+Sumadinata%22">Herry Sumadinata</searchLink><br /><searchLink fieldCode="AR" term="%22Gustimal+Witri%22">Gustimal Witri</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0001-5361-2735">0009-0001-5361-2735</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rifqa+Gusmida+Syahrun+Barokah%22">Rifqa Gusmida Syahrun Barokah</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0004-3318-9062">0009-0004-3318-9062</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yahya+Gunawan%22">Yahya Gunawan</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0001-6741-5062">0009-0001-6741-5062</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dahnlisyah%22">Dahnlisyah</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8338-5940">0000-0002-8338-5940</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohd%2E+Ridhuan+Mohd%2E+Jamil%22">Mohd. Ridhuan Mohd. Jamil</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1330-3751">0000-0002-1330-3751</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(11):15871-15889.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Label: Peer Reviewed
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  Data: Y
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  Label: Page Count
  Group: Src
  Data: 19
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Admission%22">College Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10639-025-13429-4
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-2357<br />1573-7608
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Computational thinking, a critical cognitive process from computer science, has gained prominent role in various academic domains, particularly mathematics. It involves problem decomposition, pattern recognition, algorithmic thinking, and abstraction. While previous studies have extensively explored computational thinking at the primary and secondary education levels, there is a noticeable gap in studies focused on pre-service teachers. This study seeks to bridge that gap by analyzing the computational thinking skills of pre-service elementary teachers in Riau, Indonesia. The research employs a quantitative approach, utilizing non-parametric tests to examine the influence of different variables, including gender, high school major, admission process, and year of study. A sample of 244 pre-service elementary teachers from the Elementary Teacher Education at a Public University in Riau, Indonesia, participated in the study, with data collected through a validated test comprising 22 questions based on computational thinking frameworks. The findings reveal significant differences in computational thinking skills based on the admission process and high school major. However, no significant differences were evident concerning gender and academic cohorts. These results provide valuable insights into the program to support pre-service elementary teachers' computational thinking through curriculum development in this area.
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  Data: 2025
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  Data: EJ1478987
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1478987
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1007/s10639-025-13429-4
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 15871
    Subjects:
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: College Admission
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: The Effect of Gender, High School Major, Admission Process, and Year of Study towards Pre-Service Elementary Teachers' Computational Thinking Skills
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              Y: 2025
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