Computational Thinking dalam Pembelajaran Informatika: Kajian Literatur tentang Strategi Pembelajaran, Asesmen, dan Kesiapan Guru

Integrating computational thinking (CT) into K-12 education requires Informatics teachers to understand effective instructional strategies. This conceptual article reviews recent literature (2021–2026) on three aspects of CT instruction: pedagogical strategies, assessment, and teacher readiness. A narrative review of 14 journal articles and one seminal source indicates that unplugged and plugged activities are complementary, that collaborative learning is widely used but often poorly documented, that CT assessment still emphasizes attitudes over thinking skills, and that teacher readiness remains a central challenge, including in Indonesia’s Merdeka Curriculum. Implications for prospective Informatics teachers are discussed.