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All Journal Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat
Riskyana Dewi Intan Puspitasari
Universitas Negeri Surabaya
Humanities Environmental Science Social Sciences

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Digital Literacy Mentoring and Basic Visual Programming for Indonesian Diaspora Children at Sanggar Belajar PERMAI, Penang, Malaysia Danang Ariyanto; Yuliani Puji Astuti; Affiati Oktaviarina; Riskyana Dewi Intan Puspitasari; Dinda Galuh Guminta; Yuni Rosita Dewi; Dimas Avian Maulana
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i2.2472

Abstract

Digital literacy and basic programming skills are important competencies that need to be introduced from an early age, particularly for children who are increasingly exposed to digital technology and online learning environments. This community service activity aimed to provide digital literacy mentoring and introduce basic visual programming to Indonesian diaspora children at Sanggar Belajar PERMAI, Penang, Malaysia. The program was conducted online through Zoom Meeting on December 23, 2025, by a team from the Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, in collaboration with Sanggar Belajar PERMAI. The activity was implemented using a participatory mentoring approach supported by a learning module prepared by the team. The materials covered digital literacy, computational thinking, basic programming logic, sequence, loops, and debugging through visual block-based activities using studio.code.org as a supporting learning platform. The evaluation was conducted qualitatively through observation of participant engagement, interaction, ability to follow instructions, and completion of visual programming challenges. The results showed that participants were able to understand basic programming logic through daily life analogies and visual activities. Participant engagement also increased gradually during the session, especially when they worked on game-based programming challenges. Although the online format limited individual monitoring and direct interaction, the activity remained interactive and was supported by facilitators and parents. This program contributed to expanding access to child-friendly technology learning and strengthening participants’ digital awareness, logical thinking, confidence, and problem-solving skills.
Co-Authors AFFIATI OKTAVIARINA Danang Ariyanto Dinda Galuh Guminta Maulana, Dimas Avian Yuliani Puji Astuti Yuni Rosita Dewi