Keterbatasan Coding Unplugged dan Urgensi Interaksi Digital dalam Pembelajaran Computational Thinking Anak: Sebuah Systematic Literature Review

Popi Dayurni - Universitas Bina Bangsa, Serang
Kurniati Rahmadani - Universitas Bina Bangsa, Serang

Abstract


The growing emphasis on digital literacy in primary education requires computational thinking (CT) instruction that not only introduces conceptual foundations but also provides operational experiences through digital interaction. Although coding unplugged approaches are widely used to introduce CT through concrete, physical activities, recent studies indicate that these approaches do not sufficiently support children’s understanding of how digital systems actually execute instructions. This study aims to identify the limitations of unplugged approaches and explain the urgency of digital interaction in CT learning for children. A Systematic Literature Review (SLR) was conducted by analyzing 19 primary articles and six supporting sources retrieved from Scopus, Web of Science, ERIC, Google Scholar, and SINTA. Data were examined using extraction matrices and thematic analysis to identify consistent patterns across studies. The findings reveal several key limitations of unplugged activities, including the absence of immediate digital feedback, weak transfer from physical to digital representations, limited support for advanced CT concepts, and dependence on teachers’ interpretations. In contrast, digital interaction is essential for developing accurate mental models, enhancing debugging skills, and facilitating the understanding of complex programming structures. These results highlight a pedagogical gap between physical and digital learning experiences and indicate that integrating both approaches is necessary for effective CT instruction. Practically, this study provides a foundation for designing curricula and learning media that balance physical activities with meaningful digital engagement.

ABSTRAK

Perkembangan literasi digital dalam pendidikan dasar menuntut pembelajaran computational thinking (CT) yang tidak hanya mengenalkan konsep, tetapi juga memberi pengalaman operasional melalui interaksi digital. Namun, meskipun pendekatan coding unplugged banyak digunakan dalam pendidikan anak, sejumlah studi menunjukkan bahwa pendekatan ini belum mampu memberikan representasi autentik mengenai cara komputer mengeksekusi instruksi. Penelitian ini bertujuan untuk mengidentifikasi keterbatasan pendekatan unplugged serta menjelaskan urgensi pengalaman interaksi digital dalam pembelajaran CT anak. Studi ini menggunakan metode Systematic Literature Review (SLR) dengan menganalisis 19 artikel primer dan enam referensi pendukung yang diperoleh dari Scopus, Web of Science, ERIC, Google Scholar, dan SINTA. Proses analisis dilakukan melalui ekstraksi data dan thematic analysis untuk mengidentifikasi pola temuan yang konsisten. Hasil kajian menunjukkan bahwa pendekatan unplugged memiliki beberapa keterbatasan utama, termasuk ketiadaan umpan balik digital, lemahnya transfer konsep dari fisik ke digital, keterbatasan representasi konsep CT lanjutan, serta ketergantungan pada interpretasi guru. Sebaliknya, interaksi digital terbukti esensial dalam membangun mental model yang akurat, meningkatkan kemampuan debugging, dan memfasilitasi pemahaman struktur pemrograman kompleks. Temuan ini menegaskan adanya kesenjangan pedagogis antara pengalaman fisik dan digital, serta menunjukkan bahwa integrasi keduanya diperlukan untuk pembelajaran CT yang efektif. Secara praktis, hasil penelitian ini memberikan landasan bagi pengembangan kurikulum dan media pembelajaran yang mengombinasikan aktivitas fisik dan digital secara lebih seimbang.

Keywords


Computational thinking Coding unplugged Digital interaction Digital literacy Child education / Computational thinking, Coding unplugged Interaksi digital Literasi digital Pendidikan anak

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DOI: https://doi.org/10.59818/jpi.v5i6.2357

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