<![CDATA[This study aimed to analyze the effect of the TGT model assisted by Human Coding Grid, an unplugged coding medium, on students’ computational thinking skills and mathematics learning outcomes. This study employed a quantitative approach with a quasi-experimental method using a nonequivalent control group design. The sample consisted of 60 fifth-grade students, comprising 30 students in the experimental group and 30 students in the control group. The experimental group received instruction using the TGT model assisted by Human Coding Grid, whereas the control group received instruction using the TGT model without Human Coding Grid. Data were collected through computational thinking and mathematics achievement tests and analyzed using Multivariate Analysis of Covariance (MANCOVA). The results showed that the TGT model assisted by Human Coding Grid had a significant effect on students’ computational thinking skills (p < 0.05), but did not have a significant effect on mathematics learning outcomes (p > 0.05). The multivariate analysis indicated a significant overall effect of the instructional model on the combined dependent variables, while the univariate analysis showed a significant effect on computational thinking skills but not on mathematics learning outcomes. These findings indicate that integrating Human Coding Grid as an unplugged coding medium into the TGT model has the potential to serve as an alternative instructional approach for strengthening students’ computational thinking skills in elementary mathematics education.]]>
