A. Erwinsyah, F.M. Yusuf, L.A.R. Laliyo, Mursalin, I. Riumkina
Computational Thinking (CT) has emerged as a crucial competency that bridges digital literacy and scientific problem-solving in the context of achieving Sustainable Development Goal (SDG) 4 on quality education. How-ever, the model of integrating CT in science learning remains poorly explored, hindering progress toward SDG Targets 4.4 (technical skills) and 4.7 (scientific literacy). This study is the first bibliometric analysis to map the trends in CT research on science learning (2021–2023) using Scopus. The novelty lies in identifying global collaboration patterns, knowledge gaps, and research priorities that align with the 2030 Agenda. Three research questions were guided: (1) Publication distribution, (2) Dominant journals and subject areas, (3) Keyword dynamics/co-occurrence networks. Data retrieved from Scopus using the strings TITLE-ABS-KEY(“Computational Thinking” AND “Science Education/Learning”) (47 articles, open access, 2021–2023). Analysis techniques include Performance analysis (publication and citation metrics), Science mapping (author affiliation), and Network analysis (keyword grouping via VOSviewer). Key findings show: (1) Peak publication in 2022 (19 articles), (2) Education Sciences (Q1) as the top journal (7 articles), (3) Dominance of Social Sciences (43 articles) and Computer Science (21), (4) Most cited articles: Lodi & Martini (2021; 43 citations), (5) Main keywords: Computational Thinking (27 appearances), Computer Science Education (15), (6) US-led geographic contributions (>20 publications), (7) Co-occurrence analysis reveals that Scratch (a block-based application) is a less researched CT tool (3 occurrences) than technical languages such as Python. CT integration enhances science literacy but is limited by gaps in teacher training (SDG 4.c) and access to resources. The scarcity of research on gamified tools, such as Scratch, signals a critical innovation gap. This study provides an evidence-based roadmap to prioritize teacher professional development, scale accessible CT tools (e.g., Scratch) for science education, and direct future research toward SDG-aligned classroom-based practices. © 2025 Science Education Study Program FMIPA UNNES Semarang.
IAIN Sultan Amai Gorontalo, Gorontalo, Indonesia; Universitas Negeri Gorontalo, Gorontalo, Indonesia; Esil University, Astana, Kazakhstan
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