EXPLORING THE COMPUTATIONAL THINKING SKILLS OF SECONDARY SCHOOL STUDENTS WHO USE SUPCATH IN THE SCIENCE CLASSROOM
DOI:
https://doi.org/10.32890/mjli2026.23.1.6Keywords:
Computational thinking, educational games, logical reasoning, science classroom learning, secondary students, systematic thinkingAbstract
Purpose – This study has investigated the use of the SUPCATH educational game in science classrooms to explore students’ computational thinking skills. SUPCATH is an innovative educational game that combines elements of action and strategy.
Methodology – This study involved 21 seventh-grade students from a public secondary school in East Java, Indonesia. The study sample was selected through purposive sampling. The research employed a qualitative approach, with data collected through observations, semi-structured interviews, and gameplay recordings. Content analysis was used to examine students’ computational thinking processes as these were demonstrated during gameplay and reflected in their classroom interactions and verbal responses.
Findings – The study revealed that students could solve open-ended problems by applying structured and logical reasoning throughout their gameplay. Their engagement with tasks involving decomposition, abstraction, and algorithmic thinking indicated a growing capacity for systematic problem-solving. Students showed increased enthusiasm and persistence when iterating solutions, often verifying outcomes using data-driven approaches. These patterns suggest that the SUPCATH game effectively fosters analytical thinking and enhances core computational thinking skills.
Novelty – The novelty of this study lies in its detailed development of the SUPCATH educational game, an interactive and immersive learning tool which has been specifically designed to cultivate students’ computational thinking skills through structured science content on substance pressure. Unlike existing educational games that emphasize general problem-solving or coding activities, SUPCATH directly integrates core elements of computational thinking into the context of the secondary science curricula. Its classroom implementation offers a subject-specific and pedagogically grounded approach that enhances students’ engagement and cognitive development.
Significance – This study highlights the potential of game-based learning which could the integration of computational thinking in science education. The findings provide practical guidance for science teachers in designing classroom activities that promote structured thinking and problem-solving.
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