1. Home
  2. Vol 6, No 1 (2027)
  3. Angraini

Integrating Computational Thinking and Islamic Values in Geometry Learning: Effects on Pre-Service Primary Teachers’ Conceptual Understanding

Lilis Marina Angraini(1), Dianne Amor Kusuma(2), Reni Wahyuni(3), Muchamad Subali Noto(4), Astri Wahyuni(5), Putri Wahyuni(6),


(1) Universitas Islam Riau, Indonesia
(2) Universitas Padjajaran
(3) Universitas Islam Riau
(4) Universitas Swadaya Gunung Jati
(5) Universitas Islam Riau
(6) Universitas Islam Riau
Corresponding Author

Abstract


This study examines the integration of computational thinking and Islamic values in geometry learning for Primary School Teacher Education (PSTE) students. Using a quantitative descriptive approach, the research involved 70 PSTE students at Universitas Islam Riau. Data were collected through tests, observations, and interviews, and analyzed using triangulation to ensure validity. This integration significantly improves students’ conceptual understanding, as reflected in the increase in post-test scores. The one-sample t-test yielded a significance value, confirming a meaningful difference between pre- and post-test results. In addition, students internalized Islamic values such as honesty, cooperation, and spiritual awareness during learning activities. This study responds to the need for educational models that balance cognitive skills and character development. The integration of technology and Islamic principles creates a holistic learning experience, contributing to the development of competent, ethical, and responsible future educators.

Keywords


Computational Thinking; Geometry; Islamic Values; Mathematics.

References


Davidson, V. C., Maduegbunam, T. O., Odo, J. A., Adony, I. I., Ugwuarua, F. S., and Agbo, C. N. (2026). Integrating artificial intelligence (AI) in mathematics education: Enhancing students’ interest and achievement through adaptive learning systems. ASEAN Journal for Science Education, 5(1), 87-94.

Camilon, K. F., Dupitas, J. E. A., Cajandig, A. M. C., Cuba, B. A. A., Valdez, A. G., Abelito, J. T., and Marcella, A. M. A. (2025). Perceptions of senior high school science, technology, engineering, and mathematics (STEM) students toward STEM and non-STEM courses: A comparative qualitative study. ASEAN Journal for Science Education, 4(2), 105-112.

Ardianti, T., Purwoko, B., and Izzati, U. A. (2023). The effects of playing playdough on the ability to recognize geometric shapes in kindergarten. Studies in Philosophy of Science and Education, 4(1), 17-21.

Putri, A. A. (2020). Recognize geometry shapes through computer learning in early math skills. Jurnal Pendidikan Usia Dini, 14(1), 50-64.

Ahmed, M., Latif, R., Seher, S., Sajjad, R., Hussain, T., Islam, M. R., and Waleed, A. (2024). Machine learning-based CO2 hydrogenation to high-value green fuels: A comprehensive review for computational assessment. ASEAN Journal for Science and Engineering in Materials, 3(2), 195-216.

English, L. (2018). On MTL’s second milestone: Exploring computational thinking and mathematics learning. Mathematical Thinking and Learning, 20(1), 1-2.

Gong, D., Yang, H. H., and Cai, J. (2020). Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction. International Journal of Educational Technology in Higher Education, 17(1), 19.

Korkmaz, Ö., Çakir, R., and Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558-569.

Misirli, A., and Komis, V. (2023). Computational thinking in early childhood education: The impact of programming a tangible robot on developing debugging knowledge. Early Childhood Research Quarterly, 65, 139-158.

Reskianissa, A., Sakti, A. W., and Azizah, N. N. (2022). TikTok platform to train middle school students' computational thinking skills in distance learning. ASEAN Journal of Educational Research and Technology, 1(1), 79-86.

Abidin, Z., Herman, T., Wahyudin, W., and Farokhah, L. (2025). Bibliometric analysis using vosviewer with Publish or Perish of computational thinking and mathematical thinking in elementary school. ASEAN Journal for Science Education, 4(1), 7-16.

Harangus, K., and Kátai, Z. (2020). Computational thinking in secondary and higher education. Procedia Manufacturing, 46, 615-622.

Hsu, T. C., Chang, S. C., and Hung, Y. T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers and Education, 126, 296-310.

Montuori, C., Pozzan, G., Padova, C., Ronconi, L., Vardanega, T., and Arfé, B. (2023). Combined unplugged and educational robotics training to promote computational thinking and cognitive abilities in preschoolers. Education Sciences, 13(9), 858.

Sung, W., and Black, J. B. (2021). Factors to consider when designing effective learning: Infusing computational thinking in mathematics to support thinking-doing. Journal of Research on Technology in Education, 53(4), 404-426.

Yang, W., Ng, D. T. K., and Gao, H. (2022). Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation. British Journal of Educational Technology, 53(6), 1817-1841.

Batiibwe, M. S. K. (2024). Application of interactive software in classrooms: A case of GeoGebra in learning geometry in secondary schools in Uganda. Discover Education, 3(1), 179.

Clements, D. H., Sarama, J., Swaminathan, S., Weber, D., and Trawick-Smith, J. (2018). Teaching and learning geometry: Early foundations. Quadrante, 27(2), 7-31.

Demir, Ö. (2022). An examination of the impact of game-based geometric shapes education software usage on the education of students with intellectual disabilities. ECNU Review of Education, 5(4), 761-783.

Lee, J. (2020). Coding in early childhood. Contemporary Issues in Early Childhood, 21(3), 266-269.

Madlool Abbas, A. (2021). The effect of small games in learning geometric shapes, mathematical numbers, and developing some motor skills among kindergarten children. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(8), 1893-1900.

Al-Hakim, S., and Susilowati, E. (2021). Developing Islamic values-based STEM education model: A case study in Indonesian Islamic Universities. International Journal of Islamic Educational Psychology, 2(1), 1-18.

Aswirna, P., and Fahmi, R. (2021). Integration of Islamic values in science learning: A study of Islamic boarding schools in Indonesia. Journal of Islamic Education, 6(1), 45-62.

Daneshgar, M. (2020). Islamic perspectives on modern sciences: Challenges and opportunities. Journal of Islamic Studies, 31(2), 185-207.

Daneshgar, M. (2021). Digital humanities and Islamic studies: Preserving and analyzing classical Islamic texts through computational methods. Digital Scholarship in the Humanities, 36(3), 622-638.

Fauzi, A., and Zakaria, G. A. N. (2021). STEM education in achieving sustainable development goals: An Islamic perspective. Journal of Islamic Education, 6(1), 1-16.

Halim, L., and Mohd Salleh, S. (2021). Integrating Islamic values in STEM education: A conceptual framework. International Journal of Islamic Educational Psychology, 2(1), 19-37.

Ismail, N. A., Wahab, N. A., and Majid, R. A. (2022). Integrating STEM and Islamic values in early childhood education: Teachers’ perspectives and practices. Early Child Development and Care, 192(7-8), 1159-1174.

Ismail, R., Zakariya, H., and Ahmad, A. R. (2023). Development of STEM-based Islamic educational materials: A design and development research. International Journal of Interactive Mobile Technologies, 17(3), 70-85.

Khelifi, A. (2019). Gender equality in STEM education: An Islamic perspective. International Journal of Gender and Women’s Studies, 7(1), 1-10.

Munadi, M., Susilowati, E., and Zubaidah, S. (2021). Promoting scientific literacy through Islamic-based STEM learning: A case study in Indonesian Islamic elementary schools. Journal of Science Learning, 4(2), 173-185.

Al Husaeni, D. F., Al Husaeni, D. N., Fiandini, M., and Nandiyanto, A. B. D. (2024). The research trend of statistical significance test: Bibliometric analysis. ASEAN Journal of Educational Research and Technology, 3(1), 71-80.

Nandiyanto, A. B. D., and Hofifah, S. N. (2024). How to conduct paired-t-test SPSS: comprehension in adsorption with bibliometric. International Journal of Evaluation and Research in Education (IJERE), 13(1), 151-158.

Darojah, T. Z., Windayani, N., and Irwansyah, F. S. (2024). Implementing project-based worksheets on making kaolin soap with the addition of kefir curd to develop students' scientific performance in Islamic school. ASEAN Journal for Science and Engineering in Materials, 3(1), 59-74.

Batı, K. (2018). Computational thinking test (CTT) for middle school students. Mediterranean Journal of Educational Research, 12(23), 89–101.

Lin, Y. S., Chen, S. Y., Tsai, C. W., and Lai, Y. H. (2021). Exploring computational thinking skills training through augmented reality and AIoT learning. Frontiers in Psychology, 12, 640115.

Román-González, M. (2015). Computational thinking test: Design guidelines and content validation. Computers in Human Behavior, 36, 2436-2444.

Shute, V. J., Sun, C., and Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158.

Zulkifli, N. A., Hussain, N. H., and Wahab, N. A. (2021). STEM education in Islamic schools: teachers’ perspectives on 21st-century skills integration. International Journal of Academic Research in Business and Social Sciences, 11(14), 230-245.

Zulkifli, M., Meerah, T. S. M., and Halim, L. (2022). Developing a framework for Islamic STEM education: A delphi study. International Journal of STEM Education, 9(1), 1-18.

Gecu‐Parmaksiz, Z., and Delialioglu, O. (2019). Augmented reality‐based virtual manipulatives versus physical manipulatives for teaching geometric shapes to preschool children. British Journal of Educational Technology, 50(6), 3376-3390.

Khotimah, N., Rakhmawati, N. I. S., and Hasibuan, R. (2020). The effectiveness of computer-assisted instruction on students’ cognitive skill to know geometric shapes. Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan, 5(2), 63-72.

Aksan, S. M., Zein, M., and Saumur, A. S. (2023). Islamic educational thought on STEM (Science, Technology, Engineering, Mathematics): Perspectives and implementation. International Journal of Trends in Mathematics Education Research, 6(4), 378-386.

Kim, Y. R., Park, M. S., and Tjoe, H. (2021). Discovering concepts of geometry through robotics coding activities. International Journal of Education in Mathematics, Science and Technology, 9(3), 406-425.

Musa, M. (2022). Tawhidic epistemology and its implications for STEM education in Islam. International Journal of Islamic Educational Psychology, 3(1), 1-18.

Aslan, D., Dağaynası, S., and Ceylan, M. (2024). Technology and geometry: Fostering young children’s geometrical concepts through a research-based robotic coding program. Education and Information Technologies, 29(17), 22699-22721.

Çelik, H. C. (2020). The effect of modelling, collaborative and game-based learning on the geometry success of third-grade students. Education and Information Technologies, 25(1), 449-469.

Masran, M. N., and Abidin, R. (2018). Tangram game software in helping understanding of geometric concepts among pre school children. Advanced Science Letters, 24(7), 5338-5341.

Rahman, N. A., Halim, L., and Ahmad, A. R. (2020). Integrating STEM education with Islamic values: A conceptual model for 21st-century muslim learners. Journal of Islamic Education, 5(1), 62-80.

Suhendi, H. Y., Mulhayatiah, D., and Zakwandi, R. (2022). Developing Islamic values-based assessment model for STEM education: A design and development research. International Journal of Instruction, 15(1), 247-268.


Full Text: PDF

Article Metrics

Abstract View : 103 times
PDF Download : 55 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Bumi Publikasi Nusantara

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.