Engklek Traditional Game As An Unplugged Coding Media To Improve Computational Thinking In 5-6 Year Old Children
DOI:
https://doi.org/10.58258/kqrspa43Keywords:
Computational thingking; Engklek traditional game; Unplugged coding;Abstract
Technological developments in the 21st century require students to have various competencies that support higher-order thinking skills, one of which is computational thinking. In early childhood education, the development of these skills still faces various obstacles, including the limited learning strategies that are appropriate to children's learning characteristics. This study aims to analyze the application of the traditional engklek game as a learning medium based on unplugged coding in improving computational thinking in children aged 5–6 years. The study used the Classroom Action Research method of the Kemmis and McTaggart model which was carried out in two cycles with 15 children of Group B Hakim Sejahtera 4 Kindergarten, Tasikmalaya City as subjects. Data collection techniques were carried out through observation, interviews, and documentation, while data analysis used qualitative and quantitative approaches. The results of the study showed that the application of the traditional engklek game was able to improve the quality of teacher learning planning from 67.5% to 90%, while learning implementation increased from 68.3% to 90%. In addition, children's computational thinking skills also increased, as indicated by the percentage of developmental completion, from 6.7% in the pre-cycle to 46.7% in Cycle I, and then increasing to 80% in Cycle II. Improvements occurred in all elements of computational thinking, namely decomposition, patterns, abstraction, and algorithms. The results of the study indicate that the traditional game of engklek is effective as an unplugged coding learning medium to improve early childhood computational thinking.References
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