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All Journal ELEMENTARY : Jurnal Inovasi Pendidikan Dasar ACADEMIA: Jurnal Inovasi Riset Akademik
Luthfiana Luthfiana
Sekolah Pascasarjana Universitas Negeri Semarang
Education Other

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INTEGRASI COMPUTATIONAL THINKING UNPLUGGED DALAM PEMBELAJARAN NUMERASI DI SEKOLAH DASAR: STUDI LITERATUR Luthfiana Luthfiana; Fathur Rokhman; Agung Tri Prasetyo; Deky Avrilianda
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i2.10556

Abstract

Research on computational thinking (CT) in primary education has continued to grow; however, studies that specifically synthesize the integration of Unplugged Computational Thinking into primary school numeracy learning remain limited. This study aims to analyze the forms of integration, potential impacts, developed CT components, and implementation challenges of Unplugged Computational Thinking in primary school numeracy learning. This study employed a Systematic Literature Review (SLR) approach involving articles published between 2017 and 2025. The literature was searched through Google Scholar, Scopus, and national journal portals using keywords related to computational thinking, unplugged activities, numeracy, mathematics, and primary school. The articles were selected based on inclusion criteria, namely discussing CT or unplugged activities in educational contexts, being relevant to mathematics or numeracy learning in primary education, being available in full text, and being published as scholarly works. Following the identification, screening, and eligibility assessment stages, 15 final articles were included in the analysis. Data were extracted based on research focus, methods, participants, implementation forms, main findings, and limitations, and were then synthesized narratively. The synthesis indicates that most studies report the positive potential of Unplugged Computational Thinking in helping students understand numeracy concepts through concrete activities, games, simulations, and contextual problem-solving. This approach also supports the development of decomposition, pattern recognition, abstraction, and algorithmic thinking. Nevertheless, its implementation is influenced by teacher readiness, activity design, and contextual suitability. These findings highlight the novelty of this review in connecting Unplugged CT with primary school numeracy and provide a basis for developing more inclusive and contextual numeracy learning. ABSTRAK Kajian tentang computational thinking (CT) dalam pendidikan dasar telah berkembang, tetapi studi yang secara khusus mensintesis integrasi Computational Thinking Unplugged dalam pembelajaran numerasi sekolah dasar masih terbatas. Penelitian ini bertujuan untuk menganalisis bentuk integrasi, potensi dampak, komponen CT yang berkembang, serta tantangan implementasi Computational Thinking Unplugged dalam pembelajaran numerasi di sekolah dasar. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) terhadap artikel yang dipublikasikan pada rentang 2017–2025. Literatur ditelusuri melalui Google Scholar, Scopus, dan portal jurnal nasional dengan kata kunci yang berkaitan dengan computational thinking, unplugged activities, numeracy, matematika, dan sekolah dasar. Artikel diseleksi berdasarkan kriteria inklusi, yaitu membahas CT atau aktivitas unplugged dalam konteks pendidikan, relevan dengan pembelajaran matematika atau numerasi di jenjang pendidikan dasar, tersedia dalam teks lengkap, dan berasal dari publikasi ilmiah. Setelah proses identifikasi, penyaringan, dan penilaian kelayakan, diperoleh 15 artikel final untuk dianalisis. Data diekstraksi berdasarkan fokus penelitian, metode, subjek, bentuk implementasi, temuan utama, dan keterbatasan, kemudian disintesis secara naratif. Hasil sintesis menunjukkan bahwa mayoritas studi melaporkan potensi positif Computational Thinking Unplugged dalam membantu siswa memahami konsep numerasi melalui aktivitas konkret, permainan, simulasi, dan pemecahan masalah kontekstual. Pendekatan ini juga mendukung pengembangan dekomposisi, pengenalan pola, abstraksi, dan algoritma. Namun, implementasinya masih dipengaruhi oleh kesiapan guru, desain aktivitas, dan kesesuaian konteks pembelajaran. Temuan ini menegaskan kebaruan kajian pada integrasi CT Unplugged dan numerasi sekolah dasar serta memberikan dasar bagi pengembangan pembelajaran numerasi yang lebih inklusif dan kontekstual.
ETNOSAINS PERKEBUNAN SINGKONG: STUDI LITERATUR INTEGRASI BUDAYA LOKAL DALAM PEMBELAJARAN IPAS SEKOLAH DASAR DI TULANG BAWANG LAMPUNG Luthfiana Luthfiana; Eko Handoyo; Hanafi Hussin
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.10492

Abstract

The limited integration of local cassava-based ethnoscience in elementary IPAS learning has caused science and social studies materials to be less connected to students’ cultural experiences, agrarian environment, and daily lives, particularly in Tulang Bawang, Lampung. This study aims to analyze the forms of integration of cassava plantation ethnoscience into elementary IPAS learning through a literature review. The literature search was conducted through Google Scholar, SINTA, Scopus, and Garuda, as well as supporting academic sources, including books, journal articles, proceedings, and research reports. The literature was selected based on the criteria of publications from 2014 to 2025, relevance to ethnoscience, elementary IPAS/science learning, local culture, local wisdom, contextual learning, cassava cultivation or processing practices, and availability in full text. The data were analyzed using descriptive-thematic analysis through the identification, classification, mapping, and interpretation of key themes related to local community practices and IPAS concepts. The findings show that cassava plantation ethnoscience can be integrated into IPAS learning through three main forms: conceptual integration, contextual integration, and cultural value integration. Conceptual integration is reflected in the mapping of local practices, such as seed selection, stem cutting, soil preparation, plant maintenance, cassava tape fermentation, gaplek drying, and tapioca flour production, with the concepts of plant growth, ecosystems, changes in matter, and production processes. Contextual integration is carried out by utilizing cassava plantations, agricultural environments, and home industries as learning resources. Cultural value integration includes the internalization of hard work, mutual cooperation, economic independence, and environmental care. The implication of this study highlights the need to develop systematic, contextual, and student-appropriate cassava ethnoscience-based IPAS learning materials that suit the characteristics of elementary school students in Tulang Bawang. ABSTRAK Minimnya integrasi etnosains lokal singkong dalam pembelajaran IPAS sekolah dasar menyebabkan materi sains dan sosial kurang terhubung dengan pengalaman budaya, lingkungan agraris, dan kehidupan sehari-hari siswa, khususnya di Tulang Bawang, Lampung. Penelitian ini bertujuan menganalisis bentuk integrasi etnosains perkebunan singkong dalam pembelajaran IPAS sekolah dasar melalui studi literatur. Penelusuran literatur dilakukan melalui Google Scholar, SINTA, Scopus, dan Garuda, serta sumber akademik pendukung berupa buku, artikel jurnal, prosiding, dan laporan penelitian. Literatur dipilih berdasarkan kriteria publikasi tahun 2014–2025, relevan dengan etnosains, pembelajaran IPAS/IPA sekolah dasar, budaya lokal, kearifan lokal, pembelajaran kontekstual, praktik perkebunan atau pengolahan singkong, serta tersedia dalam teks lengkap. Data dianalisis menggunakan analisis deskriptif-tematik melalui identifikasi, pengelompokan, pemetaan, dan interpretasi tema-tema utama yang berkaitan dengan praktik lokal masyarakat dan konsep IPAS. Hasil kajian menunjukkan bahwa etnosains perkebunan singkong dapat diintegrasikan ke dalam pembelajaran IPAS melalui tiga bentuk utama, yaitu integrasi konseptual, integrasi kontekstual, dan integrasi nilai budaya. Integrasi konseptual tampak pada pemetaan praktik pemilihan bibit, stek batang, pengolahan tanah, perawatan tanaman, fermentasi tape, pengeringan gaplek, dan produksi tepung tapioka dengan konsep pertumbuhan tumbuhan, ekosistem, perubahan zat, dan proses produksi. Integrasi kontekstual dilakukan dengan memanfaatkan kebun singkong, lingkungan pertanian, dan industri rumah tangga sebagai sumber belajar. Integrasi nilai budaya mencakup penanaman nilai kerja keras, gotong royong, kemandirian ekonomi, dan kepedulian lingkungan. Implikasi kajian ini menunjukkan perlunya pengembangan perangkat pembelajaran IPAS berbasis etnosains singkong yang sistematis, kontekstual, dan sesuai dengan karakteristik siswa sekolah dasar di Tulang Bawang.
Co-Authors Agung Tri Prasetyo Deky Avrilianda Eko Handoyo Fathur Rokhman Hanafi Hussin