MODEL GRADUAL RELEASE OF RESPONSIBILITY UNTUK PENGEMBANGAN BERPIKIR ALGORITMIK SISWA SMP: A SYSTEMATIC LITERATURE REVIEW”
Abstract
This study aims to examine the relationship between the Gradual Release of Responsibility (GRR) model, programming algorithm instruction, and the development of middle school students’ algorithmic thinking skills. The study employed a Systematic Literature Review approach in accordance with the PRISMA 2020 guidelines. Literature was collected from Scopus, Web of Science, IEEE Xplore, the ACM Digital Library, and Google Scholar, and then screened based on relevant inclusion and exclusion criteria. The final synthesis included 37 articles that were analyzed thematically. The findings indicate that direct evidence of GRR’s application in programming algorithm instruction for junior high school students remains limited. However, studies on scaffolding, guided practice, progressive scaffolding, visual programming, and introductory programming instruction provide strong conceptual support for the relevance of GRR. The GRR model is deemed appropriate because it provides learning stages ranging from teacher modeling, guided practice, collaboration, to independent practice. The resulting conceptual framework positions Code.org and Scratch as implementation tools to support the development of algorithmic thinking indicators, namely sequencing, conditionals, looping, tracing, and debugging. This study emphasizes the need for programming algorithm instruction that focuses on the thinking process, rather than merely the program’s output.
Penelitian ini bertujuan mengkaji keterkaitan antara model Gradual Release of Responsibility (GRR), pembelajaran algoritma pemrograman, dan pengembangan kemampuan berpikir algoritmik siswa SMP. Penelitian menggunakan pendekatan Systematic Literature Review dengan mengacu pada alur PRISMA 2020. Literatur dikumpulkan dari Scopus, Web of Science, IEEE Xplore, ACM Digital Library, dan Google Scholar, kemudian diseleksi berdasarkan kriteria inklusi dan eksklusi yang relevan. Hasil akhir sintesis mencakup 37 artikel yang dianalisis secara tematik. Temuan menunjukkan bahwa bukti langsung penerapan GRR dalam pembelajaran algoritma pemrograman siswa SMP masih terbatas. Namun, studi tentang scaffolding, guided practice, progressive scaffolding, visual programming, dan pembelajaran pemrograman pemula memberikan dukungan konseptual yang kuat terhadap relevansi GRR. Model GRR dinilai sesuai karena menyediakan tahapan pembelajaran dari pemodelan guru, latihan terbimbing, kolaborasi, hingga praktik mandiri. Kerangka konseptual yang dihasilkan menempatkan Code.org dan Scratch sebagai media implementasi untuk mendukung pengembangan indikator berpikir algoritmik, yaitu sequencing, conditional, looping, tracing, dan debugging. Kajian ini menegaskan perlunya pembelajaran algoritma pemrograman yang berfokus pada proses berpikir, bukan sekadar produk program.
Keywords
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DOI: https://doi.org/10.17509/e.v25i2.99888
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