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All Journal Journal of Educational Studies
Puput Alfrianti
Universitas PGRI Semarang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Plugged and Unplugged Coding in Deep Learning: Effects on Science Literacy and Memory Retention Puput Alfrianti; Joko Siswanto; Asrofah
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.4591

Abstract

The application of appropriate teaching approaches and learning media is necessary to strengthen students’ memory retention and science literacy. This study aims to determine the effectiveness of applying the deep learning approach with its key aspects of mindful learning, meaningful learning, and joyful learning integrated with the use of plugged and unplugged coding media on the science literacy and memory retention of fifth-grade elementary school students. This study employed a quasi-experimental design with a sample consisting of two experimental classes and one control class. The research data were analyzed using descriptive statistics, classical proficiency tests, and Manova. The results of the analysis indicate that the deep learning approach is more effective in enhancing students’ memory retention and science literacy, whether supported by plugged or unplugged coding media in science learning, with a proficiency rate exceeding 90% compared to conventional instruction. The implementation of the deep learning approach, supported by both plugged and unplugged coding media, can make science lessons meaningful, accessible, and easy to understand
Co-Authors Asrofah Joko Siswanto