INTEGRATING COMPUTATIONAL THINKING INTO IPAS LEARNING IN ELEMENTARY SCHOOLS WITHIN THE CONTEXT OF THE MERDEKA CURRICULUM

Abstract

The rapid advancement of digital technology in the 21st century has prompted a paradigm shift in education, moving from traditional rote learning toward pedagogies that emphasize higher-order thinking and problem-solving skills. One essential competency in this digital era is Computational Thinking (CT), which enables students to approach problems systematically through decomposition, pattern recognition, abstraction, and algorithmic design. This study aims to analyze the role, models, challenges, and opportunities of integrating CT into Natural and Social Sciences (IPAS) learning in Indonesian elementary schools under the Merdeka Curriculum framework. Employing a descriptive literature review approach, this research synthesizes findings from 45 scholarly articles published between 2010 and 2024. The literature was critically reviewed to identify trends, conceptual frameworks, and best practices related to CT-based IPAS learning. The analysis revealed that the integration of CT enhances students’ scientific reasoning, reflective thinking, creativity, and collaborative problem-solving skills, particularly when applied through inquiry-based, project-based, and STEAM-oriented learning models. Despite its potential, the study also found several challenges, including limited teacher training, inadequate digital learning resources, and misconceptions that equate CT merely with programming. These barriers hinder effective classroom implementation and highlight the need for systemic educational reform. The findings suggest that CT-based IPAS learning not only strengthens digital and scientific literacy but also cultivates adaptive and innovative learners who are ready to navigate complex real-world problems. In conclusion, successful implementation of Computational Thinking in IPAS learning requires systematic teacher professional development, contextualized curriculum design, and collaboration among schools, universities, and policymakers. These efforts are essential to ensure that CT becomes an integral part of holistic and future-oriented education in Indonesia.