Integrasi Koding Unplugged dan Computational Thinking dalam Pembelajaran IPAS: Peningkatan Pemahaman Konsep dan Berpikir Kritis Siswa
DOI:
https://doi.org/10.51574/judikdas.v5i2.5688Keywords:
LKPD, Koding Unplugged, Computational Thinking, Pemahaman Konsep, kemampuan berpikir kritis, IPASAbstract
Pembelajaran IPAS di sekolah dasar memerlukan perangkat pembelajaran yang tidak hanya membantu siswa memahami konsep, tetapi juga memfasilitasi pengembangan kemampuan berpikir kritis melalui aktivitas pemecahan masalah yang sistematis dan kontekstual. Penelitian ini bertujuan mengembangkan LKPD Koding Unplugged berbasis Computational Thinking yang valid, praktis, dan efektif dalam meningkatkan pemahaman konsep dan kemampuan berpikir kritis siswa pada pembelajaran IPAS sekolah dasar. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. LKPD mengintegrasikan empat komponen Computational Thinking, yaitu decomposition, pattern recognition, abstraction, dan algorithm design, melalui misi IPAS kontekstual, grid map, kartu instruksi koding, serta tantangan pemecahan masalah. Uji coba terbatas melibatkan 8 siswa, sedangkan uji efektivitas melibatkan 60 siswa kelas V yang terbagi menjadi kelompok eksperimen dan kontrol dengan desain nonequivalent control group. Data dikumpulkan melalui wawancara, angket, observasi, tes, dan dokumentasi. Hasil penelitian menunjukkan bahwa LKPD memperoleh rata-rata Aiken’s V sebesar 0,91 dengan kategori sangat valid dan tingkat kepraktisan sebesar 91,15% dengan kategori sangat praktis. Pada aspek efektivitas, kelompok eksperimen menunjukkan peningkatan pemahaman konsep dengan N-Gain sebesar 0,63 dibandingkan kelompok kontrol sebesar 0,34. Kemampuan berpikir kritis kelompok eksperimen juga meningkat dengan N-Gain sebesar 0,60, lebih tinggi dibandingkan kelompok kontrol sebesar 0,33. Dengan demikian, LKPD Koding Unplugged berbasis Computational Thinking dinilai valid, praktis, dan potensial efektif untuk memfasilitasi pemahaman konsep dan kemampuan berpikir kritis siswa dalam pembelajaran IPAS sekolah dasar.
References
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Aytekin, A., & Topçu, M. S. (2024). Improving 6th grade students’ creative problem solving skills through plugged and unplugged computational thinking approaches. Journal of Science Education and Technology, 33, 867–891. https://doi.org/10.1007/s10956-024-10130-y
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6
Cantlon, J. F., Becker, K. T., & DeLong, C. M. (2024). Computational thinking during a short, authentic, interdisciplinary STEM experience for elementary students. Journal for STEM Education Research, 7, 425–443. https://doi.org/10.1007/s41979-024-00117-0
Chen, P., Yang, D., Metwally, A. H. S., Lavonen, J., & Wang, X. (2023). Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis. International Journal of STEM Education, 10, Article 47. https://doi.org/10.1186/s40594-023-00434-7
Fanchamps, N., van Gool, E., Slangen, L., & Hennissen, P. (2024). The effect on computational thinking and identified learning aspects: Comparing unplugged SmartGames with SRA-programming with tangible or on-screen output. Education and Information Technologies, 29, 2999–3024. https://doi.org/10.1007/s10639-023-11956-6
Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218–243. https://doi.org/10.3102/0091732X20903302
Hurt, T., Greenwald, E., Allan, S., Cannady, M. A., Krakowski, A., Brodsky, L., & Collins, M. A. (2023). The computational thinking for science (CT-S) framework: Operationalizing CT-S for K–12 science education researchers and educators. International Journal of STEM Education, 10, Article 1. https://doi.org/10.1186/s40594-022-00391-7
Kite, V., & Park, S. (2022). Preparing inservice science teachers to bring unplugged computational thinking to their students. Teaching and Teacher Education, 120, Article 103904. https://doi.org/10.1016/j.tate.2022.103904
Küçükaydın, M. A., Çite, H., & Ulum, H. (2024). Modelling the relationships between STEM learning attitude, computational thinking, and 21st century skills in primary school. Education and Information Technologies, 29, 16641–16659. https://doi.org/10.1007/s10639-024-12492-7
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, Article 863. https://doi.org/10.3389/fpsyg.2013.00863
Liu, W., & Hu, L. (2024). Unplugged programming practice in Chinese rural primary schools: A method to foster students’ computational thinking and resilience. Interactive Learning Environments, 33(1), 387–407. https://doi.org/10.1080/10494820.2024.2349883
Luthfiana, L., Rokhman, F., Prasetyo, A. T., & Avrilianda, D. (2026). Integrasi computational thinking unplugged dalam pembelajaran numerasi di sekolah dasar: Studi literatur. ACADEMIA: Jurnal Inovasi Riset Akademik, 6(2), 857–875. https://doi.org/10.51878/academia.v6i2.10556
Palop, B., Díaz, I., Rodríguez-Muñiz, L. J., & Santaengracia, J. J. (2025). Redefining computational thinking: A holistic framework and its implications for K–12 education. Education and Information Technologies, 30, 13385–13410. https://doi.org/10.1007/s10639-024-13297-4
Santaengracia, J. J., Palop, B., & Rodríguez-Muñiz, L. J. (2026). Computational thinking in K–6 education: A scoping review of instructional practices. Journal of Computers in Education. Advance online publication. https://doi.org/10.1007/s40692-025-00380-z
Sigayret, K., Tricot, A., & Blanc, N. (2022). Unplugged or plugged-in programming learning: A comparative experimental study. Computers & Education, 184, Article 104505. https://doi.org/10.1016/j.compedu.2022.104505
Sitorus, C. T. M., Amanda, Y., Il, Z. H., Alim, J. A., & Oktaviani, C. (2025). Pemanfaatan LKPD Budaya Melayu Riau berbasis coding untuk menganalisis computational thinking siswa. Indonesian Journal of Social Science and Education (IJOSSE), 1(3), 1068–1079 https://doi.org/10.62567/ijosse.v1i3.1543
Suryaning Astutik, L., Ana, R. F. R., & Sari, N. N. (2025). Pengembangan LKPD IPA berbasis unplugged coding untuk peserta didik kelas IV sekolah dasar. Discovery: Jurnal Ilmu Pengetahuan, 10(2), 161–169. https://doi.org/10.33752/discovery.v10i2.10128
Syamsiah, N. O., Firmansyah, Y., Mustika, Y., Burhanudin, B., Gani, A., & Fitriani, N. (2024). Pengaruh edukasi unplugged coding terhadap kemampuan computational thinking anak usia sekolah dasar. VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan, 15(2), https://doi.org/10.31932/ve.v15i2.4048
Trirahayu, S., Egatri, D., Pramudiyanti, P., & Dewi, P. S. (2024). Pengembangan LKPD (Lembar Kerja Peserta Didik) IPAS berbasis discovery learning untuk meningkatkan kemampuan berfikir kritis siswa sekolah dasar. Jurnal Penelitian Inovatif, 4(3), 1307–1316. https://doi.org/10.54082/jupin.503
Tsarava, K., Moeller, K., Román-González, M., Golle, J., Leifheit, L., Butz, M. V., & Ninaus, M. (2022). A cognitive definition of computational thinking in primary education. Computers & Education, 179, Article 104425. https://doi.org/10.1016/j.compedu.2021.104425
Tsortanidou, X., Daradoumis, T., & Barberá-Gregori, E. (2023). Unplugged computational thinking at K–6 education: Evidence from a multiple-case study in Spain. Education 3-13, 51(6), 948–965. https://doi.org/10.1080/03004279.2022.2029924
Zapata-Cáceres, M., Marcelino, P., El-Hamamsy, L., & Martín-Barroso, E. (2024). A Bebras Computational Thinking (ABC-Thinking) program for primary school: Evaluation using the competent computational thinking test. Education and Information Technologies, 29, 14969–14998. https://doi.org/10.1007/s10639-023-12441-w
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Fahrudin Fahrudin, Mei Fita Asri Untari, Joko Sulianto, Ngatmini Ngatmini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
By submitting an article manuscript, the author agrees to all policies set forth by the journal and publisher.
The author declares that:
- They have been authorized by their co-authors to enter into this agreement.
- The work described has not been officially published before, except in the form of an abstract or as part of a lecture, review, thesis, or preprint journal.
- The work is not currently under consideration for publication elsewhere.
- Its publication has been approved by all authors and by the responsible authorities—either implicitly or explicitly—of the institution where the work was conducted.
- They have obtained the right to reproduce any material that has been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors publishing in Jurnal Ilmu Pendidikan Dasar Indonesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike (CC BY-SA 4.0) License, which allows others to share the work with acknowledgment of the authorship and initial publication in this journal.
- Authors may enter into additional non-exclusive contractual agreements for the distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), with acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their websites) before and during the submission process, as this can lead to productive exchanges, as well as earlier and increased citation of the published work.
1.png)
3.png)
3.png)
