CRITICAL THINKING IN THE DIGITAL ERA: THE STRATEGIC ROLE OF COMPUTATIONAL THINKING IN HIGHER EDUCATION
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Abstract
This study aims to examine the strategic role of Computational Thinking (CT) in strengthening university students' critical thinking skills in the digital era. CT is understood as a systematic thinking approach that includes decomposition, pattern recognition, abstraction, and algorithms for solving complex problems. The research employed a descriptive qualitative method, with data collected through in-depth interviews, classroom observations, and document analysis. Participants consisted of lecturers and students from a public university that has implemented CT-based learning strategies. The findings indicate that CT contributes positively to enhancing students' critical thinking abilities, particularly in problem analysis, logical argument construction, information evaluation, and decision-making. CT is most effective when applied through collaborative and project-based learning, supported by clear instructional design. Challenges include limited CT literacy among non-technical students and insufficient lecturer preparedness. The study recommends curriculum development and pedagogical training to support interdisciplinary CT integration in higher education.
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