The existence of computational thinking in 21st century learning: A systematic literature review

This study aims to determine the existence of computational thinking in learning in the 21st century. The method used in this study is a systematic literature review. A systematic literature review is conducted to identify, review, and draw conclusions from all research results related to the research topic from 2000 to 2024. The collection of literature that became research data was carried out by tracing research results published in online journals using the Publish or Perish search engine in Scopus and based on inclusion criteria. The results of the literature study show that 1) The distribution of annual publications in the field of computational thinking is consistent but fluctuating, 2) The United States is the country with the highest level of publication on computational thinking, 3) There are 418 authors who focus on the field of computational thinking, 4) Three keywords that are often used in research related to computational thinking are skills, students, and computational thinking, and 5) Topics related to teachers including prospective teachers are still underexplored when associated with computational thinking skills. Based on the obtained data, it can be concluded that computational thinking still exists in the world's scientific treasures and shows a fluctuating trend in various countries in the world. This further clarifies that computational thinking is a skill that is needed now and in the future because it has never disappeared in scientific discussions for two decades.