This article examines the results of Computational Thinking (CT) training using Scratch for high school teachers who are members of the Barito Kuala district mathematics MGMP (Musyawarah Guru Mata Pelajaran), facilitated by Computer Education Study Program of Universitas Lambung Mangkurat. Employing a case study method, the training focused on the experiences of teachers in understanding and applying CT based on the case given. Key CT concepts, such as abstraction, decomposition, pattern recognition, and algorithmic thinking, were introduced, with participants creating visual programs to solve problems or cases in mathematics. Pre- and post-training questionnaires were used to evaluate changes in teachers' perceptions and knowledge across seven aspects. The results show an increase in understanding of CT concepts for 34 participants by 60%, while 63.33% of participants reported improved confidence in using Scratch compared to 53.33% before the training. Additionally, 66.67% of participants assessed the training as effective in enhancing their teaching skills. This activity shows that integrating CT into mathematics education can significantly enhance teachers' problem-solving abilities and contribute to a more technology-driven educational approach to education in high school classrooms.
Saputra et al. (Sun,) studied this question.
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