Gde Putu Arya Oka, sulastri

Implementasi Modul Ajar Bermuatan Coding Tema Alam Semesta Sub Tema Bintang Anak Usia 5-6 Tahun Di TKN Ubedolumolo

Introduction

Implementasi modul ajar bermuatan coding tema alam semesta sub tema bintang anak usia 5-6 tahun di tkn ubedolumolo. Temukan efektivitas modul ajar coding tema alam semesta (bintang) untuk anak usia 5-6 tahun di TKN Ubedolumolo. Hasil studi menunjukkan sangat efektif.

Abstract

This study aims (1) to determine the effectiveness of the teaching module containing coding on the theme of the universe with a sub-theme of stars for children aged 5-6 years at TKN Ubedolumolo. (2) to continue the previous research entitled development of a teaching module containing coding on the theme of the universe with a sub-theme of stars for children aged 5-6 years by Raymunda Nona Tuga (RN Tuga, GPA Oka & KD Dhiu, 2022). The type of research is descriptive qualitative while the evaluation model used uses the Donal Kirkpatrick model, four levels of evaluation including: 1) reaction, 2) learning, 3) behavior, 4) results. The data collection method used is the interactive method of Miles and Huberman.Research results: At level one, children's reactions obtained 50% results in the category (very effective), at level two the learning process obtained results at 80% (very effective), at level three behavior obtained results at 66% (very effective), and at level four children's learning results obtained 66% results (very effective). Keywords: Teaching Module; universe coding; stars

Review

This paper, titled "Implementasi Modul Ajar Bermuatan Coding Tema Alam Semesta Sub Tema Bintang Anak Usia 5-6 Tahun Di TKN Ubedolumolo," explores the implementation and effectiveness of a teaching module incorporating coding for children aged 5-6 years. Focusing on a "Stars" sub-theme within a "Universe" theme, the study is presented as a continuation of previous research, aiming to ascertain the module's effectiveness at TKN Ubedolumolo. This subject is particularly relevant given the increasing global emphasis on introducing computational thinking skills and early STEM education in pre-primary settings. Methodologically, the research is characterized as descriptive qualitative, utilizing the well-established Donal Kirkpatrick four-level evaluation model to assess effectiveness across reaction, learning, behavior, and results. Data collection was performed using the interactive method of Miles and Huberman. The findings consistently report positive outcomes across all evaluation levels: children's reactions yielded 50% "very effective," the learning process achieved 80% "very effective," and both observed behavior and children's learning results reached 66% in the "very effective" category. These results suggest a favorable initial impact and reception of the coding-integrated module among young learners. While the study offers promising insights into the potential of coding modules in early childhood education, some aspects could benefit from further elaboration and refinement. The designation of the research as "descriptive qualitative" yet presenting results solely as quantitative percentages requires clearer methodological justification; a detailed explanation of how qualitative data was transformed into these percentages would enhance the rigor. Furthermore, the criteria for categorizing different percentages (50%, 66%, 80%) as "very effective" should be explicitly defined for each Kirkpatrick level to avoid ambiguity. Future research would benefit from a more explicit mixed-methods design, detailing participant demographics and sample size, and could explore the module's long-term impact, transferability to other contexts, or comparative effectiveness against traditional teaching approaches to provide a more comprehensive understanding of its value.

Full Text

Comments

You need to be logged in to post a comment.