Implementasi Computational Thinking (CT) dalam Mata Pelajaran Informatika/TIK di SMP

Information Technology instruction at the junior high school (SMP) level requires the development of skills for solving problems in a logical and organized manner through Computational Thinking (CT). However, the diverse teaching methods and media employed across many schools necessitate a comprehensive mapping to identify the most effective strategies. This study aims to examine variations in learning approaches, analyze their impact on student outcomes, and explore the role of teacher readiness in the implementation of CT within Information Technology lessons at the junior high school level. The study employs a Systematic Literature Review (SLR) methodology, following the PRISMA flowchart guidelines. Data were collected by searching the Google Scholar database for articles published between 2021 and 2026. Using a protocol of inclusion and exclusion criteria, an initial set of 30 articles was refined to 20 relevant, accredited journal articles, which were then analyzed through a descriptive-qualitative approach involving thematic extraction and synthesis. The findings indicate that the implementation of CT is effective not only through block-based visual programming—such as Scratch and Blockly Games but also through unplugged (computer-free) activities, collaborative learning models (e.g., SSCS, TGT, Best Learning, and Deep Learning), and interactive educational games. These approaches have been shown to enhance cognitive learning outcomes, algorithmic understanding, creativity, and active student participation successes that are further supported by teacher competency training. This study offers practical contributions for educators in designing Information Technology learning strategies that align with the technological facilities available in their schools.