Empowering Girls Through Science and Coding: Using Computational Thinking to Address Social Issues

• Anik Tri Susanti

  SMP Negeri 2 Karangploso Satu Atap Kabupaten Malang

  Author

This research aims to close the gap between scientific facts and social beliefs when the human reproductive system is taught, with a focus on the issue of stigmatizing menstruation. The point is to introduce computational thinking into science education as a means of producing not only understandable but also empathetic and socially aware learning. Using a qualitative descriptive approach, the ninth graders from a rural middle school were involved in learning through the 5E Learning Cycle model and computational thinking steps. Girls participated in a survey on menstrual experiences, while boys researched the stigma and misconceptions. Data were analyzed and used to develop educational websites with the assistance of Canva Code and ChatGPT. The output reflected the increase of both cognitive and affective levels, as girls became more self-assured and conscious of themselves, whereas boys, conversely, gained empathy and respect for menstruation. Research findings highlight that computational thinking has the potential not only to foster a logical understanding but also a human one, which in turn makes science learning a powerful tool for societal change. Authors propose this method to be applied in various scientific and social contexts for subsequent research.

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