EFEKTIVITAS PEMBELAJARAN CODING TERHADAP KEMAMPUAN COMPUTATIONAL THINKING, PROBLEM SOLVING DAN MATEMATIKA SISWA TK B TK XYZ JAKARTA UTARA

Dilla Christina

Abstract


This study aims to determine the effectiveness of teaching coding activities in enhancing computational thinking, problem-solving, and mathematical abilities in kindergarten B students at XYZ Kindergarten in North Jakarta. The research sample consists of 60 students, with 30 students in the control group and 30 students in the experimental group, selected using the quota sampling method. The instruments for the placement test and post-test were normally distributed. Based on validity and reliability tests, the instruments were deemed valid and reliable for use as measurement tools. Analysis was conducted using the mean difference test between the control group and the experimental group. The results of the study show that there was a higher point difference in the experimental group concerning computational thinking, problem-solving, and mathematical abilities after receiving the treatment, which in this study, the treatment referred to coding learning activities. The pedagogical implications of this study highlight the importance of integrating technology into learning, improving teachers' competence in teaching coding, and the need for continuous evaluation of learning effectiveness.

Penelitian ini bertujuan untuk mengetahui efektivitas pengajaran aktivitas coding dalam meningkatkan kemampuan computational thinking, problem solving dan matematika pada siswa TK B di TK XYZ Jakarta Utara. Sampel penelitian terdiri dari 60 siswa, dengan 30 siswa dalam kelompok kontrol dan 30 siswa dalam kelompok eksperimen, yang dipilih menggunakan metode quota sampling. Instrumen placing test dan post-test berdistribusi normal. Berdasarkan uji validitas dan reliabilitas, instrumen dinyatakan valid dan reliabel untuk digunakan sebagai alat ukur. Analisis dilakukan menggunakan uji selisih mean antara kelompok kontrol dan kelompok eksperimen. Hasil penelitian menunjukkan bahwa terdapat perbedaan poin yang lebih tinggi pada kelompok eksperimen, terkait dengan kemampuan computational thinking, problem solving dan matematika setelah menerima perlakuan, dalam penelitian ini, perlakuan yang dimaksud adalah kegiatan pembelajaran coding. Implikasi pedagogis dari penelitian ini menyoroti pentingnya integrasi teknologi dalam pembelajaran, peningkatan kompetensi guru dalam mengajar coding, dan perlunya evaluasi berkelanjutan terhadap efektivitas pembelajaran.

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DOI: https://doi.org/10.17509/e.v23i3.73291

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