Annisa Alvi Elyasarikh, Rooselyna Ekawati, Ali Shodikin
Different levels of self-efficacy allow for variations in the computational thinking ability of students. This study aims to describe computational thinking skills as they relate to self-efficacy levels when it comes to answering PISA model issues. This study used a descriptive qualitative approach. Three students were chosen by purposive sampling as the subjects with low, moderate, and high self-efficacy. The instruments used were a problem-solving test, a self-efficacy questionnaire, and interview guidance. Data analysis techniques include data reduction, data display, and conclusion. The findings indicated that low self-efficacy students can meet decomposition and pattern recognition, moderate self-efficacy students can meet all indicators except abstraction, and high self-efficacy students can meet all indicators. The findings of this study may be utilized as a guideline for mathematics curriculum to help pupils enhance their computational thinking. © 2025 Author(s).
Mathematics Education Department, Universitas Negeri Surabaya, Surabaya, Indonesia
