Coding Worksheets (LKPD) in IPAS Learning to Foster Computational Thinking among Madrasah Ibtidaiyah Students

Abstract

Computational thinking is an important skill for elementary students, enabling them to solve problems logically and systematically. This study aimed to examine changes in students’ computational thinking skills following the use of Coding Worksheets (LKPD) in IPAS learning at Madrasah Ibtidaiyah. A quantitative approach with a one-group pretest–posttest design was employed, involving 30 fifth-grade students at MIN 5 Nganjuk. The worksheets introduced basic coding concepts through structured activities without computer-based programming, focusing on decomposition, pattern recognition, abstraction, and algorithmic thinking. Data were collected using computational thinking tests before and after the intervention. The data were analyzed using descriptive statistics, a paired-samples t-test, and normalized gain (N-Gain) analysis. The mean score increased from 61.67 on the pretest to 84.33 on the posttest. The paired-samples t-test showed a statistically significant difference between the scores (t (29) = −12.030, p < .001). The mean N-Gain was 0.5967, categorized as moderate. These findings indicate an improvement in students’ computational thinking scores following the implementation of Coding Worksheets in IPAS learning. The findings suggest that Coding Worksheets have potential to support computational thinking development among Madrasah Ibtidaiyah students.