Relationship Between the Nature of Mathematics, Attitudes Toward Mathematics, Mathematical Literacy, and Computational Thinking: A PLS-SEM Analysis
Desi Wulandari, Septi Reva Ramadhani, Novi Diyananingsih, Neneng Saripah
This study aims to assess the relationship between various aspects of mathematics—including mathematical properties, attitudes toward mathematics, mathematical literacy, and computational thinking—among elementary school students. The methodology employed in this study uses a quantitative approach with the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. In this study, a sample of 240 fifth-grade elementary school students from four different schools was selected. Data were collected through tests and questionnaires designed to assess students’ computational thinking skills, mathematical literacy, and their views and attitudes toward mathematics. The results of the study indicate that mathematical nature has a positive and significant effect on attitudes toward mathematics, which in turn impacts mathematical literacy and low-level computational thinking skills. Low-level computational thinking skills also have a strong influence on high-level computational thinking skills. Mediation analysis shows that attitudes toward mathematics, mathematical literacy, and low-level computational thinking skills act as significant mediators. These findings underscore the importance of students’ attitudes and beliefs toward mathematics in enhancing literacy and computational thinking; therefore, learning should be designed in a contextual and meaningful way to support higher-order thinking skills.