Adopting Educational Robotics to Enhance Undergraduate Students’ Self-Efficacy Levels of Computational Thinking

Feri Ardiana ARISTAWATI1, Cucuk BUDIYANTO 2MC900432627[1] , Rosihan Ari YUANA3

1 Universitas Sebelas Maret, Surakarta-INDONESIA,
2 Dr., Universitas Sebelas Maret, Surakarta-INDONESIA , ORCID ID: 0000-0001-7288-3605
3 Universitas Sebelas Maret, Surakarta-INDONESIA, ORCID ID: 0000-0001-7311-1105


Received: 20.06.2018                       Revised: 20.09.18                              Accepted: 15.12.2018

The original language of article is English (v.15, n. Special Issue, December 2018, pp. 42-50. doi: 10.12973/tused.10255a)


Computational Thinking (CT) skill, as an essential 21st-century skill, is an important problem-solving and survival abilities in the era of disruption. Universal principles generating a pattern of abstraction develop step-by-step troubleshooting instructions in solving similar problems, perceiving similarities/differences between the patterns, and making a complex problem solvable. The skill could be applied to various engineering fields by emphasising efficiency, accuracy, and capability of problem-solving. Recently, robot enthusiasts in Science, Technology, Engineering and Math (STEM) learning that involves ‘assembling, programming and testing’ activities, underscore CT skills. This research explores the CT pattern along with participants-developed robotics activities.

Keywords: Computational Thinking Skill, educational robotics, self-efficafy, STEM Learning

  MC900432627[1] Corresponding author e-mail:                                                  © ISSN:1304-6020