The Potential Integration of Computational Thinking as a 21st-Century Competency in Mathematics Learning in Indonesia

Abstract

Computational Thinking (CT) has been recognized as one of the core competencies of the 21st century and has gained increasing attention in mathematics education. This study aims to examine the trends, methods, and potential integration of CT in mathematics learning in Indonesia through a Systematic Literature Review (SLR) of 27 articles from the Scopus database published between 2019 and 2025. The findings indicate a significant increase in publications over the last five years, with a peak in 2024. In terms of technology, the unplugged approach was the most widely applied. This is closely related to the dominance of studies employing descriptive qualitative methods, which primarily focus on exploring learning phenomena and the integration of CT without relying heavily on digital technology. Further analysis of the potential integration of CT in mathematics learning reveals several key tendencies, which we classified into seven categories: (1) Integration of CT enhances engagement and problem-solving, (2) Students' CT level remains low, (3) Use of technology to improve CT, (4) CT-based models and interventions, (5) Attitudes and personal factors influence CT, (6) Technical challenges in CT implementation, and (7) CT as a mediator / additional competence. These findings highlight the strong potential of CT to be integrated into mathematics education in Indonesia, with successful implementation highly dependent on supportive policies, teacher training, and curriculum innovation.