Amrizaldi Amrizaldi, Lia Yuliati, Edi Supriana, Markus Diantoro, Lilia Halim, Ahmad Taufiq
In the rapidly advancing landscape of education and technology, the urgency to comprehensively investigate the implementation of Computational Thinking (CT) in STEM education becomes evident. With the demands of the Industry 4.0 era, understanding the challenges and opportunities posed by CT is crucial for equipping students with essential skills. This research aims to explore and evaluate the significance of CT as a problem-solving tool in STEM education, shedding light on effective practices and lessons learned for educators and policymakers alike. This research employs a qualitative approach, specifically through a systematic literature review, to delve into the intricate nuances of Computational Thinking (CT) as a problem-solving tool in STEM education. Thirteen studies were identified as eligible and meeting the review criteria following a screening process. The findings of the review indicate a positive trend in scientific articles related to Computational Thinking as a problem-solving in STEM-CT, with the number of publications increasing every year in many countries. This study also illuminates the multifaceted impact of CT, highlighting its potential to reshape educational practices and prepare students for the dynamic challenges of the modern technological landscape. © 2025 Amrizaldi Amrizaldi et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
Faculty of Mathematics and Natural Sciences, State University of Malang, Indonesia; Department of Physics, Faculty of Mathematics and Natural Sciences, State University of Malang, Indonesia; Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia
