Improving computational thinking skills through unplugged coding on cube and block material for grade VI students of SDN 3 Sukahurip

Abstract

This research aims to describe the implementation of unplugged coding, analyze the enhancement of computational thinking skills, and identify students' perceptions of using unplugged coding in learning cube and cuboid material. The background of this research is the importance of computational thinking (CT) skills in the 21st century and students' difficulties in understanding abstract geometric concepts. This study uses a qualitative approach with a case study design in grade VI at SDN 3 Sukahurip. Data collection was carried out through participant observation, in-depth interviews with students and teachers, and document analysis (student worksheets). The results show that unplugged coding activities such as "Dissecting 3D Shapes," "Net Hunting," and "Constructor Robot" were successfully implemented interactively and participatively. There are indications of an increase in students' computational thinking skills, including decomposition, pattern recognition, abstraction, and algorithmic thinking, as well as a better understanding of cube and cuboid concepts. Students expressed very positive perceptions, considering the learning more enjoyable, easier to understand, and collaborative. It is concluded that unplugged coding is an effective and promising approach for integrating CT development into mathematics learning in elementary schools