REVIEW JURNAL OF DESIGN THINKING

1. Title : What Is Design Thinking and Why Is It Important?

Author : Rim Razzouk and Valerie Shute
Year : 2012
Contens : Design thinking is generally defined as an analytic and creative process
that engages a person in opportunities to experiment, create and prototype models,
gather feedback, and redesign. Several characteristics (e.g., visualization, creativity)
that a good design thinker should possess have been identified from the literature. The
primary purpose of this article is to summarize and synthesize the research on design
thinking to (a) better understand its characteristics and processes, as well as the
differences between novice and expert design thinkers, and (b) apply the findings from
the literature regarding the application of design thinking to our educational system.
The authors’ overarching goal is to identify the features and characteristics of design
thinking and discuss its importance in promoting students’ problem-solving skills in
the 21st century.

Ctt vocab: engages: melibatkan, redesign:mendesain ulang, possess: memiliki, summarize and

Synthesize : meringkas dan mensintesis.

2. Title : Design and Design Thinking in STEM Education

Author : Yeping Li1 & Alan H. Schoenfeld2 & Andrea A. diSessa2 & Arthur C.
Graesser3 & Lisa C. Benson4 & Lyn D. English5 & Richard A. Duschl
Year : 2019
Contens : Design and design thinking are vital to creativity and innovation, and have
become increasingly important in the current movement of developing and
implementing integrated STEM education. In this editorial, we build on
existing research on design and design thinking, and discuss how students’
learning and design thinking can be developed through design activities in
not only engineering and technology, but also other disciplines as well as
integrated STEM education. It becomes clear and important to us, in school
education, to take a broad perspective on design and design thinking and not
restrict design as only belonging to professional fields such as architecture
and engineering. While the introduction of engineering and technology in
 school education helped us to realize the importance of design and design
thinking, it is at least as important for us to rethink how traditional school
subjects like mathematics and science can and should be taught and learned.
Design is not only a noun, but also a verb that can help bring changes to
what school education can offer to our students. There is a rapidly growing
number of studies, such as those we discussed above, that document how
STEM education is well positioned to provide diverse opportunities to
benefit students’ learning and design practices.

Desain dan pemikiran desain sangat penting untuk kreativitas dan inovasi, dan menjadi
semakin penting dalam gerakan pengembangan dan penerapan pendidikan STEM
terintegrasi saat ini. Dalam editorial ini, kami membangun penelitian yang ada tentang
pemikiran desain dan desain, dan mendiskusikan bagaimana pembelajaran siswa dan
pemikiran desain dapat dikembangkan melalui kegiatan desain tidak hanya di bidang
teknik dan teknologi, tetapi juga disiplin ilmu lain serta pendidikan STEM terintegrasi.
Menjadi jelas dan penting bagi kita, dalam pendidikan sekolah, untuk mengambil
perspektif yang luas tentang desain dan pemikiran desain dan tidak membatasi desain
sebagai hanya milik bidang profesional seperti arsitektur dan teknik. Sedangkan
pengenalan teknik dan teknologi dalam pendidikan sekolah membantu kami untuk
menyadari pentingnya desain dan pemikiran desain, setidaknya sama pentingnya bagi
kami untuk memikirkan kembali bagaimana mata pelajaran sekolah tradisional seperti
matematika dan sains dapat dan harus diajarkan dan dipelajari. Desain bukan hanya kata
benda, tetapi juga kata kerja yang dapat membantu membawa perubahan pada apa yang
dapat ditawarkan pendidikan sekolah kepada siswa kami. Ada sejumlah penelitian yang
berkembang pesat, seperti yang kita diskusikan di atas, yang mendokumentasikan
bagaimana pendidikan STEM diposisikan dengan baik untuk memberikan beragam
peluang untuk memberi manfaat bagi pembelajaran dan praktik desain siswa.
3. Title : Integrating Computational Thinking in math courses for 3rd and 4th Grade
students with Learning disabilities via Scratch
Author : Chen-Huei Liao, Hui-Ju Hsu, dan Pei-Chen Wu
Year : 2020
 Contens : This study investigates primarily the use of Computational Thinking in
teaching mathematical concepts of Perimeter and Area. For those 3rd and
4th Grade students with learning disabilities, specifically, the extent to
which their construction and understanding of mathematical concepts and
their development of computational thinking are explored. For these
reasons, the experimental research method is the one-group pretest-posttest
design that we adopted which was conducted with 26 students, identified as
learning disabilities by the committee for Identification and Placement of
Gifted and Disabled Student. Data collected are analyzed with the Paired
Sample t-test to comparison of these students in their learning outcomes and
difference in aspects of construction of mathematical concepts and
development of computational thinking after teaching. We find this teaching
method enhances the learning outcomes and performance in the Math unit
of Perimeter and Area and the performance of the development of
computational thinking of these students after the intervention (160
minutes).

Studi ini menyelidiki terutama penggunaan Computational Thinking dalam mengajar

konsep matematika Perimeter dan Luas. Khususnya bagi siswa kelas 3 dan 4 dengan
ketidakmampuan belajar, sejauh mana konstruksi dan pemahaman konsep matematika dan
pengembangan pemikiran komputasi mereka dieksplorasi. Untuk alasan ini, metode
penelitian eksperimental adalah desain pretest-posttest satu kelompok yang kami adopsi
yang dilakukan dengan 26 siswa, diidentifikasi sebagai ketidakmampuan belajar oleh
komite Identifikasi dan Penempatan Siswa Berbakat dan Cacat. Data yang terkumpul
dianalisis dengan Paired Sample t-test untuk membandingkan hasil belajar siswa tersebut
dan perbedaan dalam aspek konstruksi konsep matematika dan perkembangan berpikir
komputasional setelah pengajaran. Kami menemukan metode pengajaran ini meningkatkan
hasil belajar dan kinerja di unit Matematika Keliling dan Luas dan kinerja pengembangan
pemikiran komputasi siswa ini setelah intervensi

4. Title : The role of prototyping in mathematical design thinking

Author : Leah M. Simon, Dana C. Cox
Year : 2019
Contens : In this paper, we use the methodology of narrative inquiry to examine
mathematical modeling through the lens of design and design thinking. Using Schön’s
(1992) definition of design thinking as knowing in action, we wonder how might we
articulate mathematical knowing in action and its role in mathematical modeling. Together,
the authors tell the story of a mathematical design project where Leah develops an
animation of a zip line rider, focused on the role of prototyping in and impact of design on
the mathematical modeling process. The act of differentiating prototyping as an act of
mathematization and broadening the current modeling theory to include more of what the
design world refers to design thinking has implications for both teaching mathematics and
classroom research.

Dalam makalah ini, kami menggunakan metodologi inkuiri naratif untuk menguji
pemodelan matematika melalui lensa desain dan pemikiran desain. Menggunakan definisi
Schön (1992) tentang pemikiran desain sebagai mengetahui dalam tindakan, kita bertanya-
tanya bagaimana kita bisa mengartikulasikan pengetahuan matematika dalam tindakan dan
perannya dalam pemodelan matematika. Bersama-sama, penulis menceritakan kisah
proyek desain matematika di mana Leah mengembangkan animasi pengendara garis zip,
yang berfokus pada peran pembuatan prototipe dan dampak desain pada proses pemodelan
matematika. Tindakan membedakan prototyping sebagai tindakan matematisasi dan
memperluas teori pemodelan saat ini untuk memasukkan lebih banyak dari apa yang dunia
desain mengacu pada pemikiran desain memiliki implikasi untuk pengajaran matematika
dan penelitian kelas.