Integrating Computational Thinking into Algebra Instruction to Enhance Problem-Solving Skills

Abstract

This study aims to explore how computational thinking is integrated into algebra instruction to enhance students’ problem-solving skills. The study addresses the difficulty students often face in understanding contextual algebra problems, identifying relevant information, constructing symbolic representations, and organizing solution procedures. A qualitative case study design was used to examine the learning process in a junior high school mathematics classroom in Indonesia. Participants consisted of eighth-grade students selected through purposive sampling based on their participation in the learning process, written work, ability to explain their reasoning, and variation in mathematical ability. Data were collected through semi-structured interviews, limited classroom observation, documentation, and analysis of students’ written work. The data were analyzed using an interactive qualitative model involving data condensation, data display, and conclusion verification. The findings revealed five main themes: problem decomposition, pattern recognition, abstraction, algorithmic reasoning, and solution evaluation. Students became more able to break down algebra problems, identify repeated structures, translate verbal information into mathematical symbols, arrange solution steps logically, and check the meaning of their answers. Teacher guidance, structured tasks, and classroom discussion played important roles in supporting these processes. The study concludes that computational thinking can strengthen algebra instruction by helping students focus on the logic of problem solving, not only on final answers. The findings offer practical implications for mathematics teachers and theoretical contributions to the integration of computational thinking, algebraic thinking, and constructivist learning.