Computational thinking skills of elementary school students in solving fraction problems

This research aims to analyse the computational thinking abilities of elementary school students in solving fraction problems. The research uses a descriptive quantitative approach with 35 student subjects. Data were obtained through tests that were analysed using descriptive statistics based on several classification categories. The research results show an average total score of 11.37 with a standard deviation of 3.77. As many as 29 students fall into the moderate category, 6 students into the low category, and no students reached the high category. These findings indicate that students' abilities are still at a moderate level and not yet optimal, especially in aspects of understanding important information, outlining steps for problem-solving, and applying strategies systematically. The low achievement in the high category indicates the need for mathematics education that emphasises the process of computational thinking, especially in the topic of fractions. Thus, strengthening problem-based learning and gradual reasoning becomes important to enhance students' abilities.