Basic Coding and Educational Game Training Using Scratch to Enhance Logical Thinking Skills of Grade VI Elementary School Students
Keywords:
coding, artificial intelligence, Scratch, educational games, elementary schoolAbstract
The rapid development of digital technology requires students to acquire logical thinking skills as well as a basic understanding of coding and artificial intelligence from an early age. However, the implementation of coding education at the elementary school level still faces challenges, particularly in the use of appropriate learning methods and media. This community service activity aimed to introduce basic coding concepts and artificial intelligence to sixth-grade elementary school students through the development of educational games using Scratch. The activity was carried out through several stages, including preparation, training implementation, hands-on practice assistance, and evaluation. The learning materials focused on introducing the Scratch interface, basic programming blocks, and the application of if–else logic as a simple decision-making mechanism. The results indicate that students were able to understand fundamental coding concepts, apply simple programming logic, and demonstrate increased interest and enthusiasm for learning technology. In addition, students successfully completed simple game projects based on the given scenarios. This activity contributes positively to enhancing digital literacy and computational thinking skills among elementary school students and can serve as an effective and engaging model for introducing coding and artificial intelligence at the primary education level.
References
Brennan, K., & Resnick, M. (2015). Designing for computational thinking in the classroom. Educational Technology, 55(2), 5–10.
Grover, S., & Pea, R. (2018). Computational thinking: A competency whose time has come. In S. Sentance, E. Barendsen, & C. Schulte (Eds.), Computer science education: Perspectives on teaching and learning (pp. 19–37). London: Bloomsbury Academic.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Panduan pembelajaran koding dan kecerdasan artifisial. Jakarta: Kemendikbudristek.
Kong, S. C., Chiu, M. M., & Lai, M. (2018). A study of primary school students’ interest, collaboration attitude, and programming empowerment in computational thinking education. Computers & Education, 127, 178–189. https://doi.org/10.1016/j.compedu.2018.08.026
Lye, S. Y., & Koh, J. H. L. (2016). Teaching computational thinking through programming: What is next for K–12? Computers in Human Behavior, 61, 51–61. https://doi.org/10.1016/j.chb.2016.03.012
Resnick, M., & Rusk, N. (2020). Creative computing with Scratch. Harvard Educational Review, 90(1), 1–22.
Sentance, S., Waite, J., & Kallia, M. (2019). Teaching computer programming with Scratch in primary schools: Teacher perspectives. Education and Information Technologies, 24(1), 1–22. https://doi.org/10.1007/s10639-018-9792-5
Suryadi, D., & Fatimah, S. (2018). Pembelajaran berbasis teknologi informasi untuk meningkatkan literasi digital siswa. Jurnal Pendidikan Teknologi Informasi, 5(2), 101–109.
Wing, J. M. (2017). Computational thinking’s influence on research and education for all. Italian Journal of Educational Technology, 25(2), 7–14.
Yadav, A., Gretter, S., Good, J., & McLean, T. (2017). Computational thinking in teacher education. Emerging Research, Practice, and Policy on Computational Thinking, 205–220. https://doi.org/10.1007/978-3-319-52691-1_13
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Asa Hari Wibowo, Muhammad Irwan Syahib; Ryan Rinaldi Hadistio
This work is licensed under a Creative Commons Attribution 4.0 International License.
<meta name="google-site-verification" content="WCLU_7p8bgQTgTa47LUc6bV9gPtrFUO3P-tzhV_9yV4" />
