Designing Problem-Solving Module Based on Computational Thinking in Mathematics Education: Nominal Group Technique Approach

This article examines the Nominal Group Technique (NGT) as an alternative strategy for designing a module in problem-solving mathematics education based on computational thinking teachers. Researchers have used this to address issue of teaching methods resolving issues area measurement among The expert recommendations' summary results determined 24 elements and three components that should be integrated into solving problems teaching. Additionally, study's demonstrate how NGT approach assisted researchers obtaining element validation swiftly effortlessly because were created through literature reading, followed by discussion consensus voting. It is recommended conduct future research with specific model experts solve methodologies