Computational Thinking and Coding Activities in Developing Critical Thinking in Early Childhood

Rabitah Hanum Hasibuan; Serena Dwi Masta; Aina Aslamyah; Ika Anggraini; Amallia Soraya; Siti Suryani

doi:10.51278/bec.v5i1.2638

Authors

Rabitah Hanum Hasibuan Institute Sheikh Abdul Halim Hasan Binjai, Indonesia
Serena Dwi Masta Institute Sheikh Abdul Halim Hasan Binjai, Indonesia
Aina Aslamyah Institute Sheikh Abdul Halim Hasan Binjai, Indonesia
Ika Anggraini Institute Sheikh Abdul Halim Hasan Binjai, Indonesia
Amallia Soraya Institute Sheikh Abdul Halim Hasan Binjai, Indonesia
Siti Suryani Institute Sheikh Abdul Halim Hasan Binjai, Indonesia

DOI:

https://doi.org/10.51278/bec.v5i1.2638

Keywords:

Computational Thinking, Coding Activities, Critical Thinking, Early Childhood, Scratchjr

Abstract

This study aims to analyze the effect of implementing computational thinking and coding activities on the development of critical thinking skills in early childhood. The study used a quasi-experimental approach with a pretest-posttest control group design on 60 children aged 5-6 years in Medan City Kindergarten, who were randomly divided into an experimental group (n=30) and a control group (n=30). The data collection instrument used structured observation based on the Critical Thinking Skills for Early Childhood (CTSEC) rubric that has been validated by experts. The experimental group received an integrated computational thinking intervention of coding activities using the ScratchJr platform for eight weeks (16 sessions), while the control group followed regular learning. Data were analyzed using an independent t-test and ANCOVA. The results showed a significant difference in critical thinking skills between the experimental and control groups (t=8.47, p<0.001, d=2.18). The indicators that improved the most were problem-solving ability (87%), followed by logical thinking ability (82%), and analytical ability (76%). This study concludes that the integration of computational thinking and coding activities effectively stimulates the development of critical thinking in early childhood through the mechanisms of problem decomposition, pattern recognition, and algorithmic thinking. The implications of these findings are relevant for the development of technology-based early childhood education curricula in the digital era.

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