Work place: Mathematics Education Department, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
E-mail: nur.peni@mpmat.uad.ac.id
Website: https://orcid.org/0000-0001-7841-6135
Research Interests:
Biography
Nur Robiah Nofikusumawati Peni began her academic career in 2021 and was promoted as Assistant Professor at Universitas Ahmad Dahlan in 2023. Throughout her career, she has focused on integrating cultural context into mathematics education, a field known as ethnomathematics, and has also contributed significantly to the development and analysis of mathematics curricula through a realistic mathematics education approach. She completed her Bachelor's degree in Mathematics Education at Universitas Ahmad Dahlan, Indonesia, in 2012. She then pursued advanced studies in Japan, where she earned her Master's degree, in 2017, and Doctorate, in 2021, in Mathematics Education from Hiroshima University. Her research interests lie primarily in ethnomathematics, where she explores the intersection of culture and mathematics, and in realistic mathematics education, which emphasizes the application of mathematics to real-world contexts. She is also deeply involved in the development and analysis of mathematics curricula, aiming to enhance the quality of mathematics education at various educational levels.
By Hiroyuki Endo Satoshi Kusaka Rully Charitas Indra Prahmana Nur Robiah Nofikusumawati Peni
DOI: https://doi.org/10.5815/ijeme.2025.05.01, Pub. Date: 8 Oct. 2025
Despite the growing integration of programming education within STEM curricula worldwide, there remains a significant gap in the availability of comprehensive and empirically validated assessment tools, particularly those capable of evaluating students’ broader computational thinking competencies. Addressing this gap, this study introduces a novel rubric grounded in the framework of algorithmic literacy—defined by Kalaš (2011) as a set of skills that enable individuals to manage behavior and attain goals within dynamic, interactive environments. The rubric, comprising four key dimensions—Subject Knowledge, Programming Design, Programming Techniques, and the Learning Process—was developed to assess students’ algorithmic literacy in the context of Scratch-based STEM learning activities. The study was guided by two primary research questions: ⑴ To what extent can the developed rubric effectively assess students' algorithmic literacy in Scratch-based STEM education? and ⑵ What similarities and differences exist between Japanese and Indonesian students in their programming outcomes, and what contextual factors contribute to these patterns? A total of 228 students—132 from Japan and 96 from Indonesia—participated in three intervention lessons focused on programming regular polygons using Scratch. Evaluation of their work revealed high proficiency in Programming Techniques, particularly in utilizing sequential commands and loops, while students exhibited difficulties in integrating complex mathematical concepts and multi-shape design tasks. Comparative analysis highlighted the influence of curriculum structure, access to technological resources, and pedagogical approaches on student performance across the two contexts. The findings contribute a validated and practical tool for assessing algorithmic literacy, offering critical insights to inform the design of culturally responsive and pedagogically effective programming education initiatives.
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