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All Journal Al Ishlah Jurnal Pendidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Basicedu Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Didaktik : Jurnal Ilmiah PGSD STKIP Subang GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Indonesia Berdaya Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Basicedu Jurnal Pendidikan Sosial dan Konseling SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA International Journal of Educational Evaluation and Policy Analysis
Ribut Prastiwi Sriwijayanti
Universitas Panca Marga
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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Development of a Coding-Integrated Project-Based Learning (PJBL) Module to Enhance Digital Literacy Among Elementary School Students Anggita Silvi Zahrotus Jannah; Faridahtul Jannah; Shofia Hattarina; Ribut Prastiwi Sriwijayanti
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i3.521

Abstract

This study aimed to (1) develop a Project-Based Learning (PjBL) model integrated with coding activities that aligns with the learning characteristics of elementary school students, (2) examine the validity of the developed model through expert evaluations, and (3) investigate its effectiveness in improving students’ digital literacy. The research employed a Research and Development (R&D) approach using the ADDIE framework, consisting of Analysis, Design, Development, Implementation, and Evaluation phases. The study was conducted in a fifth-grade classroom at SDN Ambulu II. Data were collected through classroom observations, interviews, expert validation sheets, student response questionnaires, and pre-test and post-test assessments. Descriptive quantitative analysis was used to interpret the data, while the N-Gain index measured improvements in students’ digital literacy. The results indicated that the coding-integrated PjBL model was highly feasible, with validity scores of 95% from material experts and 95.8% from media experts. Practitioners rated the model’s practicality at 95%, while student responses reached 99%, indicating high acceptance. The effectiveness analysis produced an N-Gain score of 0.76, categorized as high, demonstrating a significant improvement in students’ digital literacy. These findings suggest that the coding-integrated Project-Based Learning model is valid, practical, and effective for supporting elementary school IPAS learning and enhancing students’ digital literacy.
Implementation of Coding-Based Learning as a Digital Learning Culture in Grade V at SD Negeri Ambulu II, Probolinggo Regency Nur Rahmat; Faridahtul Jannah; Shofia Hattarina; Ribut Prastiwi Sriwijayanti
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 3 (2026): July: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i3.522

Abstract

This study aims to describe the implementation of coding learning as part of a digital learning culture in Grade V at SD Negeri Ambulu II, Probolinggo Regency. The study focuses on the planning, implementation, assessment system, interaction patterns between teachers, students, and technology, as well as the challenges encountered during implementation. A qualitative approach with a descriptive research design was employed. Data were collected through observations, interviews, and documentation involving the principal, Grade V teacher, and students. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that coding learning was implemented systematically through integrated planning, implementation, and assessment supported by digital technology. Teachers utilized digital learning media and project-based learning to enhance students’ creativity, critical thinking, collaboration, and digital literacy. Coding learning also fostered more active, communicative, and collaborative interactions between teachers and students, contributing to the development of a digital learning culture within the school. Furthermore, it promoted students’ independent learning, creativity, problem-solving abilities, and adaptability to technological advancements. However, several challenges remained, including limited technological facilities, teachers’ readiness to manage digital learning, and differences in students’ abilities to understand coding concepts. Overall, coding learning represents an innovative instructional strategy that supports the strengthening of digital learning culture and the development of essential twenty-first-century competencies in elementary school students.
Co-Authors Adelia Meira Widirini Prayogi Afib Rulyansah Ah.Sofi Ah.Sofi Ali Ridho Anggita Silvi Zahrotus Jannah Ani Sulianti, Ani Anjarwati, Ani Ayatullah Jaya Kusuma Bina Sukma Sejatu Budiarti, Rizqi Putri Nourma Chaterine Angel Anugrah Natalia Delfi Riski Anjana Didit Yulian Kadriyanto Didit Yulian Kasdriyanto Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Faridahtul Jannah Fatimatus Zahra Galu Kusuma Dewi Ramadani Iwing Ade Miranda Khoirunnisa Rahmatillah Lia Ardiansari Madinatul Hasanah Marfuatun Munawarah Mihbub Alam Nur Rahmat Qomariyah, Ryzca Siti Rahmaudina Rizkiyah Shofia Hattarina Siti Romla Uswatun Hasanah Wulan Agustin