Building Computational Thinking through Coding and AI: Insights from Global Literature and Indonesian Perspectives Alfiyah Aini Hanifah, Cucuk Wawan Budiyanto
Universitas Sebelas Maret
Abstract
The digital revolution has highlighted the importance of 21st-century skills, particularly computational thinking (CT), which is fundamental to systematic problem-solving across disciplines. Coding and artificial intelligence (AI) are now seen not only as an introduction to technology, but also as a pedagogical strategy for fostering CT through algorithmic activities, logic, and pattern recognition. While global evidence demonstrates the effectiveness of integrating coding and AI, most research has focused on countries with established digital education ecosystems such as the United States, Finland, South Korea, and Singapore. In contrast, developing countries including Indonesia still face challenges related to infrastructure, teacher competencies, and policy readiness. This study aims to examine how coding and AI support CT in elementary and secondary school students, effective instructional approaches, and global implications for the Indonesian context. A systematic literature review method was used, guided by PRISMA, through a search of Scopus articles published between 2019 and 2024. Analysis was conducted using thematic synthesis to identify patterns of findings. This article contributes by presenting a global literature synthesis alongside contextual reflections for Indonesia, offering conceptual and practical insights for curriculum development, policy, and teacher training that are responsive to the challenges of 21st-century education.
Keywords: computational thinking, coding in education, AI literacy, K-12, student learning outcomes
