Berpikir Komputasi Anak Prasekolah : Tinjauan Sistematis
Article Sidebar
Main Article Content
Abstract
Tujuan dari penelitian ini adalah melakukan tinjauan sistematis terkait berpikir komputasional anak usia dini berdasarkan penelitian empiris yang terbit di Scopus. Desain penelitian menggunakan metode tinjauan sistematis dengan 122 publikasi dari tahun 2015–2025 menggunakan istilah “berpikir komputasi anak prasekolah” pada judul, abstrak, dan kata kunci. Evaluasi dimulai 7 Juni 2025, dan data dianalisis menggunakan Scopus AI dan SciSpace. Temuan menunjukkan bahwa materi geometri relevan untuk memahami konsep Computational Thinking (CT). Keterampilan berpikir komputasional lebih tinggi pada anak laki-laki dibanding perempuan. Penelitian terkait pemrograman dan perkembangan kognitif anak prasekolah masih minim. Scratch Jr terbukti efektif meningkatkan keterampilan berpikir tingkat tinggi. Kecerdasan emosional berperan penting dalam efektivitas belajar CT. Media papan meningkatkan minat terhadap ilmu komputer. Strategi guru yang mengaitkan CT dengan matematika dan sains meningkatkan motivasi dan kerja sama anak. Keterbatasan terletak pada penggunaan tunggal basis data Scopus. Implikasi praktis melibatkan guru, dosen, dan pemangku kebijakan untuk pengembangan CT secara berkelanjutan. Implikasi sosial memberikan wawasan penerapan keterampilan CT pada anak usia dini. Nilai orisinalitas terletak pada kelangkaan kajian mendalam mengenai CT pada anak prasekolah dalam literatur akademik.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
T.-C. Hsu, S.-C. Chang, and Y.-T. Hung, “How to learn and how to teach computational thinking: Suggestions based on a review of the literature,” Comput. Educ., vol. 126, pp. 296–310, Nov. 2018, doi: 10.1016/j.compedu.2018.07.004.
E. Relkin, L. de Ruiter, and M. U. Bers, “TechCheck: Development and Validation of an Unplugged Assessment of Computational Thinking in Early Childhood Education,” J. Sci. Educ. Technol., vol. 29, no. 4, pp. 482–498, Aug. 2020, doi: 10.1007/s10956-020-09831-x.
X. C. Wang, Y. Choi, K. Benson, C. Eggleston, and D. Weber, “Teacher’s Role in Fostering Preschoolers’ Computational Thinking: An Exploratory Case Study,” in Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences, London: Routledge, 2023, pp. 26–48. doi: 10.4324/9781032634197-3.
K. Bati, “A systematic literature review regarding computational thinking and programming in early childhood education,” Educ. Inf. Technol., vol. 27, no. 2, pp. 2059–2082, Mar. 2022, doi: 10.1007/s10639-021-10700-2.
F. MacMillan, K. A. McBride, E. S. George, and G. Z. Steiner, “Conducting a Systematic Review: A Practical Guide,” in Handbook of Research Methods in Health Social Sciences, Singapore: Springer Singapore, 2018, pp. 1–22. doi: 10.1007/978-981-10-2779-6_113-1.
L. D. Rodić and A. Granić, “Tangible interfaces in early years’ education: a systematic review,” Pers. Ubiquitous Comput., vol. 26, no. 1, pp. 39–77, Feb. 2022, doi: 10.1007/s00779-021-01556-x.
W. Yang, “A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers,” Comput. Educ., vol. 231, p. 105282, Jul. 2025, doi: 10.1016/j.compedu.2025.105282.
E. F. Silva, B. J. Dembogurski, and G. S. Semaan, “A literature review of computational thinking in early ages,” Int. J. Early Years Educ., vol. 31, no. 3, pp. 753–772, Jul. 2023, doi: 10.1080/09669760.2022.2107491.
L. Konstantina, S. Papadakis, and M. Kalogiannakis, “Computational Thinking Using ScratchJr. – A Case Study,” in Journal of Early Childhood Research, 2025, pp. 363–374. doi: 10.1007/978-3-031-83523-0_34.
D. Goldoni, H. M. Reis, M. M. Carrascoso, and P. A. Jaques, “Computational tools to teach and develop socio-emotional skills: a systematic mapping,” Int. J. Learn. Technol., vol. 18, no. 2, pp. 207–236, 2023, doi: 10.1504/IJLT.2023.132758.
M. Esther-del-Moral-Pérez, N. López-Bouzas, and J. Castañeda-Fernández, “Game-Based Storytelling with a Robot Character: Activating Computational Thinking in Young Children,” Early Child. Educ. J., pp. 245–260, May 2025, doi: 10.1007/s10643-025-01930-x.
A. F. Monteiro, M. Miranda-Pinto, and A. J. Osório, “Coding as Literacy in Preschool: A Case Study,” Educ. Sci., vol. 11, no. 5, p. 198, Apr. 2021, doi: 10.3390/educsci11050198.
E. Relkin, L. E. de Ruiter, and M. U. Bers, “Learning to code and the acquisition of computational thinking by young children,” Comput. Educ., vol. 169, p. 104222, Aug. 2021, doi: 10.1016/j.compedu.2021.104222.
L. Amante, E. B. Souza, A. Quintas-Mendes, and M. Miranda-Pinto, “Designing a MOOC on Computational Thinking, Programming and Robotics for Early Childhood Educators and Primary School Teachers: A Pilot Test Evaluation,” Educ. Sci., vol. 13, no. 9, p. 863, Aug. 2023, doi: 10.3390/educsci13090863.
W. Huang and C.-K. Looi, “A critical review of literature on ‘unplugged’ pedagogies in K-12 computer science and computational thinking education,” Comput. Sci. Educ., vol. 31, no. 1, pp. 83–111, Jan. 2021, doi: 10.1080/08993408.2020.1789411.
C. Xin, P. Cheng, Y. Zheng, Y. Shen, and G. Liu, “The Jigsaw Puzzle Performance of Preschoolers and Its Relationship with Inhibitory Control,” Early Child. Educ. J., pp. 711–728, Feb. 2025, doi: 10.1007/s10643-025-01853-7.
J. del Olmo-Muñoz, R. Cózar-Gutiérrez, and J. A. González-Calero, “Computational thinking through unplugged activities in early years of Primary Education,” Comput. Educ., vol. 150, p. 103832, Jun. 2020, doi: 10.1016/j.compedu.2020.103832.
S. Çiftci and A. Bildiren, “The effect of coding courses on the cognitive abilities and problem-solving skills of preschool children,” Comput. Sci. Educ., vol. 30, no. 1, pp. 3–21, Jan. 2020, doi: 10.1080/08993408.2019.1696169.
M. A. Ashraf et al., “A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions,” Psychol. Res. Behav. Manag., vol. Volume 14, pp. 1525–1541, Oct. 2021, doi: 10.2147/PRBM.S331741.
D. Wiliam, “What is assessment for learning?,” Stud. Educ. Eval., vol. 37, no. 1, pp. 3–14, Mar. 2011, doi: 10.1016/j.stueduc.2011.03.001.
J. Law, J. Tulip, H. Stringer, M. Cockerill, and J. Dockrell, “Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years,” Child Lang. Teach. Ther., vol. 35, no. 3, pp. 203–220, Oct. 2019, doi: 10.1177/0265659019869792.
A. Misirli and V. Komis, “Computational thinking in early childhood education: The impact of programming a tangible robot on developing debugging knowledge,” Early Child. Res. Q., vol. 65, pp. 139–158, 2023, doi: 10.1016/j.ecresq.2023.05.014.
Y. Chen and Z. Ding, “Effects of digitalization in preschool education on the creative and cognitive development of children,” Educ. Inf. Technol., vol. 29, no. 16, pp. 21567–21591, Nov. 2024, doi: 10.1007/s10639-024-12730-y.
P. Chen, D. Yang, A. H. S. Metwally, J. Lavonen, and X. Wang, “Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis,” Int. J. STEM Educ., vol. 10, no. 1, p. 47, Jul. 2023, doi: 10.1186/s40594-023-00434-7.