Marita Ika Joesidawati, Tatag Yuli Eko Siswono, Wiryanto
The integration of digital competency and environmental awareness is a paramount goal for con-temporary education, yet pedagogy often remains siloed, teaching computational thinking (CT) and mathematics as separate, decontextualized subjects. This study addresses this disconnect by proposing a novel Socio-Ecological Coding Framework, designed to synergistically teach CT and elementary mathematics through the meaningful context of coastal flooding. Developed through the preliminary design and conceptual validation phase of a design-based research (DBR) meth-odology, the framework is grounded in a systematic review of educational policy, CT theory, and integrative pedagogies. The framework repositions coding as a modeling tool, a concept illustrat-ed via a "Coastal Flood Mapping" project where students utilize Scratch and Google Earth to decompose complex problems, recognize spatial patterns, abstract geometric models, and design simulation algorithms. We conclude that this integrated approach is transformative, cultivating technical skills alongside environmental literacy and systems thinking, thereby highlighting essen-tial avenues for teacher development and and outlining a clear roadmap for further empirical investigation. © 2026 SPIE.
Universitas PGRI Ronggolawe, Tuban, Indonesia; FMIPA, Univertas Negeri Surabaya, Surabaya, Indonesia; FIP, Universitas Negeri Surabaya, Indonesia
