Berpikir Komputasional Siswa SMA dalam Menyelesaikan Soal HOTS Berdasarkan Self-Regulated Learning 

Computational Thinking Of Senior High School Students In Solving HOTS Questions Based On Self-Regulated Learning 

Berpikir komputasional merupakan kompetensi penting menghadapi perkembangan sains dan teknologi abad ke-21. Namun, kemampuan ini tergolong rendah bagi siswa Indonesia. Salah satu upaya meningkatkannya yakni memberikan soal-soal non rutin seperti soal HOTS. Perbedaan dalam proses berpikir siswa dipengaruhi oleh soft skill. Salah satu soft skill yang memungkinkan mempengaruhi berpikir komputasional adalah self-regulated learning. Penelitian ini bertujuan untuk mendeskripsikan berpikir komputasional siswa SMA dalam menyelesaikan soal HOTS berdasarkan self-regulated learning. Penelitian ini menggunakan metode penelitian deskriptif dengan pendekatan kualitatif di SMA Negeri 1 Krian. Subjek penelitian terdiri dari tiga siswa SMA kelas X dengan tingkat self-regulated learning yang berbeda. Data dikumpulkan melalui angket self-regulated learning, tes kemampuan matematika, tes berpikir komputasional, dan pedoman wawancara.

Hasil penelitian menunjukkan bahwa siswa dengan tingkat self-regulated learning tinggi dan sedang pada aspek umum dekomposisi mengidentifikasi, menentukan, dan menguraikan informasi menjadi sederhana dengan lengkap. Sedangkan siswa dengan tingkat self-regulated learning rendah hanya menguraikan sebagian informasi. Pada aspek umum pengenalan pola, siswa dengan tingkat self-regulated learning tinggi, sedang, dan rendah menguraikan pola dan menemukan ide logis yang digunakan menemukan solusi. Pada aspek umum abstraksi, siswa dengan tingkat self-regulated learning rendah tidak mempresentasikan secara lengkap rencana penyelesaian soal. Serta pada aspek umum berpikir algoritma, siswa dengan tingkat self-regulated learning rendah tidak menjabarkan langkah logis dan menjelaskan alasan pemilihan langkah dengan lengkap. Pada tahap generalisasi, siswa dengan tingkat self-regulated learning tinggi berhasil menemukan solusi dengan tepat. Siswa dengan self-regulated learning sedang berhasil menemukan solusi, namun masih belum tepat. Sedangkan siswa dengan tingkat self-regulated learning rendah tidak dapat menemukan solusi. 

Computational thinking is an important competency to face the development of science and technology in the 21st century. However, this ability is relatively low for Indonesian students. One of the efforts to improve it is to give non-routine questions such as HOTS questions. Differences in students' thinking processes are influenced by soft skills. One of the soft skills that may affect computational thinking is self-regulated learning. This study aims to describe the computational thinking of high school students in solving HOTS problems based on self-regulated learning. This research used descriptive research method with qualitative approach at SMA Negeri 1 Krian. The research subjects consisted of three high school students in grade X with different levels of self-regulated learning. Data were collected through self-regulated learning questionnaire, math ability test, computational thinking test, and interview guidelines.

The results showed that students with high and medium level of self-regulated learning in the general aspect of decomposition identified, determined, and decomposed the information into simple and complete. Meanwhile, students with low self-regulated learning level only decompose some of the information. In the general aspect of pattern recognition, students with high, medium, and low self-regulated learning levels decompose patterns and find logical ideas that are used to find solutions. In the general aspect of abstraction, students with low self-regulated learning level did not present a complete plan for solving the problem. And in the general aspect of algorithm thinking, students with low self-regulated learning level did not describe the logical steps and explain the reasons for choosing the steps completely. At the generalization stage, students with a high level of self-regulated learning managed to find the right solution. Students with moderate self-regulated learning succeeded in finding a solution, but still not appropriate. Meanwhile, students with low self-regulated learning level could not find a solution.