Article Per Year (5 Year)
p-Index From 2021 - 2026
1.347
P-Index
This Author published in this journals
All Journal Journal of Telematics and Informatics Sistemasi: Jurnal Sistem Informasi Journal of Informatics and Vocational Education Engineering Science Letter International Journal of Learning Reformation in Elementary Education Journal of Pedagogy and Education Science Journal of Informatics and Vocational Education
Aris Budianto
Universitas Sebelas Maret
Religion Humanities Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Integrating Scratch-Based Visual Programming to Enhance Analytical Thinking in ICT Education: A Systematic Review Risnawati; Aris Budianto; Dedi Kuswadi
Journal of Pedagogy and Education Science Vol 5 No 03 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002191

Abstract

This systematic literature review examined the potential of Scratch as a visual programming environment for strengthening students’ analytical thinking in information and communication technology (ICT) education, particularly logical reasoning, problem decomposition, and evaluative judgment. Although previous research has widely investigated technical competence, engagement, creativity, and computational thinking, analytical thinking has rarely been treated as the primary learning outcome. Following the PRISMA protocol, searches of Scopus and ScienceDirect identified 1,381 records. After applying predefined inclusion and exclusion criteria, 16 peer-reviewed studies published in English between 2020 and 2025 were included in the qualitative synthesis. The findings indicate that Scratch’s visual, block-based interface helps learners understand programming concepts, construct logical sequences, decompose complex problems, test alternatives, and evaluate solutions through iterative design. Scratch-based activities also encourage active participation, experimentation, creativity, feedback, and revision, thereby supporting higher-order cognitive development. The review contributes a structured account of how Scratch can be positioned not merely as an introductory coding tool but as a medium for cultivating analytical thinking. However, restricting the search to two databases, English-language publications, and the 2020–2025 period may have excluded relevant international evidence. The findings support systematically integrating Scratch into primary and secondary ICT curricula, especially beginner-level programming, through tasks that explicitly combine problem decomposition, logical reasoning, solution comparison, debugging, reflection, and iterative improvement. Such integration should be accompanied by teacher guidance and assessment strategies that capture reasoning processes rather than focusing exclusively on functional program completion or technical accuracy.
Co-Authors Agus Efendi Anis Zahro Dwi Lutfiana Basori Basori Basuki Sri Wibowo Cucuk Wawan Budiyanto Dedi Kuswadi Dinta Sannyaturohmah Dwi Maryono Isabela Maharani Kharisma Rosyiana Putri Muhammad Faried Saputra Nahila Sibta Nadia Nurlaeli Fitriah Qois Amin Fauzan Risnawati Rosihan Ari Yuana Rosihan Ari Yuana Rosihan Ariyuana Saiful Hikmah Widiastuti, Indah