Enhancing Computational Thinking Competencies in Pre-Service Science Teachers for Sustainable Development: A GDINA Model Analysis Hendra B. (a*), Riskawati (b)
a) Educational Research and Evaluation, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
b) Physics Education, Universitas Negeri Makassar, Makassar, Indonesia
Abstract
This study aims to explore and enhance the computational thinking (CT) competencies of pre-service science teachers in the context of promoting sustainable development through physics education. Utilizing the Generalized Deterministic Inputs, Noisy ^And^ Gate (GDINA) model, this research analyzes CT skill profiles and provides insights into areas requiring targeted instructional interventions. A sample of 419 pre-service science teachers from two Indonesian universities participated in this study. Findings reveal significant variability in CT competencies, emphasizing the necessity for integrating computational practices into physics education to cultivate problem-solving skills essential for sustainable development.
