Tracing 21st-Century Trends of Computational Thinking in Educational Research in Indonesia

Zafrullah Zafrullah, Gunoro Vlagala Gasuko, Anisa Dwi Oktarina, Lovieanta Arriza

Abstract


This study aims to analyze the publication trends of computational thinking (CT) in the field of education in Indonesia using data from the Scopus database. Using a defined search strategy, a total of 72 documents published between 2018 and 2025 were retrieved and analyzed through bibliometric methods using R Program and VOSviewer. The analysis focuses on identifying research trends, conceptual focus, and keyword novelty related to CT in the Indonesian educational context. The results show a significant increase in research activity, particularly after 2021, with a notable publication peak in 2024. This upward trend reflects growing awareness among researchers and educators about the importance of integrating CT into 21st-century learning. Beyond theoretical perspectives, the studies include practical implementations such as game-based learning, augmented reality, artificial intelligence, educational robotics, and curriculum development. The bibliometric visualization highlights emerging keywords like “Artificial Intelligence” and “Problem Solving” as promising areas for future research. These keywords indicate an expanding research direction toward interdisciplinary approaches and technology-enhanced learning environments. The main contribution of this study lies in its focused bibliometric mapping of computational thinking research within the Indonesian educational landscape. Unlike previous studies that explore CT on a global or general scale, this research offers specific insights into national-level trends, current gaps, and thematic developments. The findings are expected to guide researchers, educators, and policymakers in designing relevant educational strategies and identifying underexplored areas for future investigation.

Keywords


Computational Thinking; Educational Research; Bibliometric Analysis

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References


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DOI: https://doi.org/10.59247/jtped.v2i1.4

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