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NoJudul ArtikelTahunTipe DokumenKeputusanKriteria TerpenuhiAlasan ScreeningTahap Dikeluarkan
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1Effects of students using different learning approaches for learning computational thinking and AI applications2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Secara eksplisit membandingkan SRL dan ELC dalam meningkatkan Computational Thinking (CT) di konteks pendidikan tinggi. Variabel utama SRL dan CT.-
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2Children's knowledge construction of computational thinking in a play-based classroom2024ArticleEXCLUDEI1,I2,I3,I4,I5,I6Fokus utama CT dalam early childhood education dengan pendekatan bermain; self-directed learning disebutkan marginal. Tidak ada variabel SRL yang substantif.Tahap 2 - Abstract Screening
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3Conceptual Structure and Trend Topics of the Education and Information Technologies Journal: A Bibliometrics Analysis2025ArticleEXCLUDEI3,I4,I5,I6Bibliometric analysis jurnal EAIT secara umum, tidak membahas SRL atau CT secara substantif. Topik tidak relevan.Tahap 1 - Title Screening
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4Reflections and Abstraction in Problem Based Learning2024ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Membahas komponen CT (abstraksi) dalam PBL; refleksi dikaitkan dengan self-directed learning dan metacognition yang merupakan komponen SRL.-
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5Using Self-Regulated Learning Prompts for Assessment for Learning Purposes and to Improve Computer Science Students' Performance: An Experimental Study2026ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Eksplisit menguji model CA:SRL dengan SRL prompts dalam CS education; computational thinking sebagai konteks utama pembelajaran.-
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6Cognitive enhancement through competency-based programming education: a 12-year longitudinal study2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Studi longitudinal 12 tahun membahas pengembangan kompetensi kognitif dalam programming education; relevan dengan CT dan strategi pembelajaran mandiri.-
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7DATAWHYS PHASE 1: PROBLEM SOLVING TO FACILITATE DATA SCIENCE & STEM LEARNING AMONG SUMMER INTERNS2021ArticleEXCLUDEI2,I3,I4,I5,I6Fokus data science dan STEM problem-solving; CT disebutkan tetapi bukan variabel utama. SRL tidak dibahas. Relevansi superfisial.Tahap 2 - Abstract Screening
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8Computer science education as a humanistic endeavor: a model for designing technology-rich formative experiences2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Membahas CT dalam CS education dengan kerangka humanistik; self-directed learning dan autonomy sebagai komponen SRL dibahas substantif.-
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9Exploring the Impact of Gamification on Self-Directed Learning: A Study in an Online Learning Environment2023ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Secara eksplisit meneliti dampak gamifikasi pada SRL dan CT. Kedua variabel utama (SRL dan CT) menjadi fokus penelitian dalam online learning.-
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10Using multimodal learning analytics to understand the combined effects of dynamic self-regulated scaffoldings and learning from examples on computer programming2026ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Meneliti scaffolding SRL dalam programming education dengan fokus CT dan self-regulation. Sangat relevan: SRL, programming, CT.-
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11How Learners' Trust Changes in Generative AI over a Semester of Undergraduate Courses2025ArticleEXCLUDEI2,I3,I4,I5,I6Fokus kepercayaan terhadap Generative AI chatbot; tidak membahas SRL atau CT secara substantif.Tahap 1 - Title Screening
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12Formative Assessment of Computational Thinking: Cognitive and Metacognitive Processes2021ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Meneliti proses kognitif dan metakognitif dalam formative assessment CT; SRL (forethought, performance, reflection) menjadi kerangka task design. Sangat relevan.-
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13Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education2023ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Secara langsung meneliti SRL dalam programming education dengan scaffolding dan assessment platform. Sangat relevan dengan tema artikel.-
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14Scaffolding self-regulation in project-based programming learning through online collaborative diaries to promote computational thinking2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Sangat relevan: scaffolding SRL dalam programming untuk meningkatkan CT di higher education. Membahas langsung hubungan SRL → CT.-
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15Reflections and Decomposition in Problem Based Learning2024ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Membahas komponen CT (dekomposisi) dalam PBL; refleksi dikaitkan dengan self-directed learning dan metacognition (komponen SRL).-
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16Patterns of computational thinking development while solving unplugged coding activities coupled with the 3s approach for self-directed learning2020ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Secara eksplisit mengintegrasikan self-directed learning (komponen SRL) dengan pengembangan CT melalui unplugged coding. Relevan langsung.-
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17Roles of programming self-efficacy, cognitive styles, and self-regulated learning strategies on computational thinking in computer programming2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Secara eksplisit meneliti peran SRL strategies terhadap CT dalam computer programming. Variabel SRL dan CT keduanya jadi fokus utama. Sangat relevan.-
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18"Start from scratch": Integrating computational thinking skills in teacher education program2023ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT terintegrasi dalam teacher education dengan Scratch; gamifikasi dan scaffolding relevan dengan SRL. CT menjadi variabel utama.-
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19PERSONALIZED DIGITAL LEARNING ENVIRONMENT WITH DIFFERENTIATED INSTRUCTION TO FOSTER COMPUTATIONAL THINKING IN ROBOTICS EDUCATION2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Personalized learning untuk CT dalam robotics education; differentiated instruction berkaitan dengan SRL. CT sebagai variabel utama.-
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20Dynamic interplays between self-regulated learning and computational thinking in primary school students through animations and worksheets2024ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Sangat relevan: secara eksplisit meneliti interaksi dinamis antara SRL dan CT pada siswa sekolah dasar. Kedua variabel utama penelitian.-
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21Development of learning systems for children to promote self-directed choosing of learning tasks2021ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT, ICT literacy, dan self-directed learning (komponen SRL) terintegrasi dalam sistem pembelajaran anak. CT menjadi salah satu segmen keterampilan utama.-
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22From Formal to Operational: A Triangulated Analysis of Policy, Practice, and Perception Regarding Digital Competence Development in Mathematics and IT Teacher Education2026ArticleEXCLUDEI2,I3,I4,I5,I6Fokus digital competence (DigCompEdu) dalam teacher education; CT dan SRL tidak dibahas substantif. Topik lebih kepada kebijakan digital literacy.Tahap 2 - Abstract Screening
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23Cloud-based learning and cognitive development among lower-secondary students (Grades 8–9): evidence from schools in Kazakhstan2026ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT sebagai variabel outcome dalam cloud-based learning; cognitive engagement dan CS education menjadi konteks. CT dibahas substantif.-
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24An intelligent tutoring system for programming education based on informative tutoring feedback: system development, algorithm design, and empirical study2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7ITS dirancang untuk mendukung self-directed learners dalam programming; CT sebagai variabel outcome. SRL (self-directed) dan CT keduanya substantif.-
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25The Effect of Time Management and Help-Seeking in Self-Regulation-Based Computational Thinking Learning in Taiwanese Primary School Students2023ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Sangat relevan: meneliti time management dan help-seeking (komponen SRL) dalam CT learning. Judul eksplisit 'Self-Regulation-Based Computational Thinking'.-
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26Reflections and Pattern Recognition in Problem Based Learning2024ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT (pattern recognition) dalam PBL; self-directed learning dan refleksi (komponen SRL) dibahas substantif.-
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27Development and Application of Elementary School AI Education Program Using the International Baccalaureate (IB) Primary Years Programme (PYP) Approach2024ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT sebagai tujuan utama program AI education; konteks pendidikan dasar. CT menjadi variabel outcome yang substantif.-
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28Measuring and Analyzing Students' Strategic Learning Behaviors in Open-Ended Learning Environments2022ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Strategi belajar sebagai komponen SRL diukur dalam open-ended learning; relevan dengan monitoring dan evaluasi diri dalam SRL.-
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29Promoting Interdisciplinary Learning With Generative AI Through Self-Regulated Scaffolding2026ArticleEXCLUDEI2,I3,I4,I5,I6SRL scaffolding dibahas dalam konteks GenAI untuk interdisciplinary learning; CT tidak dibahas. SRL ada tetapi tanpa komponen CT.Tahap 2 - Abstract Screening
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30Improving the learning-teaching process through adaptive learning strategy2024ArticleEXCLUDEI2,I3,I4,I5,I6Fokus adaptive learning strategy dan SRL di engineering; CT tidak dibahas substantif. Tidak ada koneksi SRL-CT.Tahap 2 - Abstract Screening
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31The Computational Thinking Scale for Computer Literacy Education2021ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Pengembangan dan validasi skala CT dalam computer literacy education; problem-solving dan programming dibahas substantif sebagai komponen CT.-
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32Inquiry-based environments for bio-signal processing training in engineering education2022ArticleEXCLUDEI2,I3,I4,I5,I6Fokus inquiry-based learning dalam engineering education untuk bio-signal processing; CT disebutkan marginal, SRL tidak dibahas.Tahap 2 - Abstract Screening
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33Coding and computational thinking: Foundation Phase mathematics students' experiences and reflections2024ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT dan coding dalam mathematics teacher education; refleksi dibahas substantif. CT sebagai variabel utama dengan konteks pendidikan guru.-
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34Co-Design as an Innovative Professional Development Model: Equipping PK-8 Preservice Teachers to Learn and Teach Computational Thinking2026ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT sebagai tujuan utama; self-directed dan self-paced learning (komponen SRL) terintegrasi dalam model co-design professional development.-
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35Using artificial intelligence in the development of self-determined lifelong learners in higher education: a scoping review2025ArticleEXCLUDEI2,I3,I4,I5,I6Fokus AI untuk pengembangan self-determined learning; CT tidak dibahas. SRL ada dalam bentuk self-determined learning tapi tanpa koneksi CT.Tahap 2 - Abstract Screening
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36From learning to leading: how self-regulated learning drives innovation among a fresh management graduate2025ArticleEXCLUDEI3,I4,I5,I6SRL dalam konteks manajemen dan inovasi bisnis; bukan konteks pendidikan CS/CT. Tidak membahas CT sama sekali.Tahap 1 - Title Screening
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37Artificial intelligence learning platform in a visual programming environment: exploring an artificial intelligence learning model2024ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Platform AI learning dengan SRL dan CT sebagai variabel dalam visual programming. Kedua variabel (SRL dan CT) menjadi fokus penelitian PLS-SEM.-
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38Automatic Feedback in Mathematics Education: A Pathway to Robotics and Computational Thinking2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7GeoGebra feedback meningkatkan SRL, pemahaman konseptual, dan CT dalam mathematics education. SRL dan CT keduanya dibahas substantif.-
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39Scaffolding computational thinking: Pre-service teachers learning through scratch programming2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT scaffolding dengan Scratch dalam teacher education; autonomy dan tanggung jawab (komponen SRL) sebagai tujuan desain pembelajaran.-
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40Applying computational analysis of novice learners' computer programming patterns to reveal self-regulated learning, computational thinking, and learning performance2021ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Sangat relevan: secara eksplisit menganalisis SRL dan CT dalam programming patterns. Judul menyebut SRL dan CT secara langsung.-
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41Learning, Behavior, and Pedagogy: A Systematic Review of Generative AI Use in Programming Education2026ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7SRL (self-directed learning) dalam programming education dengan GenAI; relevan sebagai konteks programming education dan adaptasi pedagogi.-
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42Interactions between self-regulated learning and assessment for learning in an undergraduate introductory computer science course2023ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Sangat relevan: SRL dan CT dalam introductory CS course di higher education. Keduanya menjadi fokus penelitian.-
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43Information undergraduate and non-information undergraduate on an artificial intelligence learning platform: an artificial intelligence assessment model using PLS-SEM analysis2024ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT dalam AI learning platform pada STEM education; programming self-efficacy dan learning factors dianalisis. CT sebagai variabel utama.-
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44Applying a Lightweight Graphics Library to Visually Corroborate Learning in Programming Introduction Courses2025ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7SRL dan metacognition dibahas dalam programming introduction courses; self-regulated learning menjadi kerangka evaluasi pembelajaran.-
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45Thinking beyond Chatbots' Threat to Education: Visualizations to Elucidate the Writing or Coding Process2023ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Metacognition dan self-directed learning dalam coding/programming education; process-oriented learning relevan dengan SRL dalam CS education.-
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46Effectiveness of Computational Thinking in Problem Based Learning2022ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7CT dalam PBL; self-directed learning sebagai skill esensial dibahas. CT menjadi variabel utama dengan konteks pendidikan tinggi.-
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47Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN)2024ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7SRL dan CT sebagai kerangka professional development; kedua variabel dibahas substantif dalam konteks science education.-
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48Computational Creativity Exercises: An Avenue for Promoting Learning in Computer Science2017ArticleINCLUDEI1,I2,I3,I4,I5,I6,I7Membahas SRL (keterlibatan termotivasi/teratur-diri) dan CT dalam CS education; tahun 2017 termasuk dalam rentang inklusi 2017-2026. Memenuhi seluruh kriteria.-
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