Gde Putu Arya Oka, Rosadalima Wea, Efrida Ita

Implementasi Modul Ajar Bermuatan Coding Dilengkapi Dengan Video Animasi Tema Alam Semesta Sub Tema Pelangi Anak Usia 5-6 Tahun Kober Peupado Malanuza

Introduction

Implementasi modul ajar bermuatan coding dilengkapi dengan video animasi tema alam semesta sub tema pelangi anak usia 5-6 tahun kober peupado malanuza. Teliti implementasi & efektivitas modul ajar coding dengan video animasi tema alam semesta (pelangi) untuk anak usia 5-6 tahun. Hasil menunjukkan pemahaman konsep coding sangat efektif.

Abstract

This research is a continuation of previous development researc, which has reached the product feasibulity test stage using the ADDIE model. Therefore, the current research aims to find out the efectiveness of teching modules containing coding equipped with animate videos on the theme of the universe, sub-theme of rainbows, for children aged 5-6 years in kober peupado malanuza. Curent research needs to be carried out at the product evaluation stage according to the ADDIE model stage, the evaluation method used is the Donal Krikpatrick model. The research design for the summative evaluation stage consist of file steps, namely (1) determining the evaluation objectives: (2) choosing an evaluation method consisting of fours levels, namely: reaction, learning, behavior, result. (3) designing evaluation instrumenst: (4) data collection : (5) analysis and report of result. The instruments used were observation sheets, and interactive analysis using the milas and huberman model. Based on data obtained from coding learning activies carried out at kober peupado malanuza, very effective results were obtained through several stages, including the following: 1) reactions in coding learning obtained were 28% debugging, 57% abstraction ,and 14% abstraction. 2) the reaction to the coding learning procces obtained was 85% decomposition, 14%decomposition. 3) reactions to children,s behavior in learning coding 57% debugging, 14% debugging 4) reactions children.s learning outcomesin learning coding 70% pattem recognition

Review

The submitted work outlines the implementation and effectiveness evaluation of a teaching module integrating coding concepts with animated videos, specifically themed around the universe and rainbows, for children aged 5-6 years at Kober Peupado Malanuza. This research is positioned as the evaluation stage of a prior development project that successfully established the product's feasibility using the ADDIE model. The current study appropriately focuses on assessing the module's effectiveness, a critical step in educational product development. The ambition to introduce coding to very young children through engaging multimedia is commendable and aligns with contemporary educational trends emphasizing computational thinking skills. Methodologically, the paper indicates a structured approach, applying the evaluation stage of the ADDIE model and adopting the comprehensive Donald Kirkpatrick model, which examines reaction, learning, behavior, and results. The research design for summative evaluation includes clear steps from objective setting to data analysis, utilizing observation sheets and the Miles and Huberman interactive analysis model. However, the presentation of results in the abstract is notably unclear and problematic. While claiming "very effective results," the specific percentages for each Kirkpatrick level are confusingly articulated, often presenting two percentages for what appears to be the same category (e.g., "57% abstraction, and 14% abstraction") or having percentages that do not sum logically or are missing context for what the percentages *represent* within that category. This lack of clarity significantly hinders understanding the reported findings and the basis for the "very effective" claim. Despite the intriguing premise and the systematic methodological framework implied by the ADDIE and Kirkpatrick models, the abstract's current form makes it difficult to fully grasp the study's precise findings and their implications. To enhance the paper's rigor and impact, it is crucial that the full manuscript provides a much clearer, more detailed, and logically coherent presentation of the effectiveness data for each Kirkpatrick level. Specific definitions for what each percentage represents (e.g., percentage of children demonstrating a certain skill, or percentage of observations showing a particular reaction) are essential. Rectifying these issues would allow for a more robust interpretation of the module's effectiveness in fostering computational thinking among preschool children and would significantly strengthen the paper's contribution to early childhood education research.

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