<![CDATA[This study aims to improve the computational thinking skills of 5–6-year-old children through the use of board games. This study employed the Kemmis-McTaggart model of Classroom Action Research (CAR), conducted in two cycles: planning, implementation, observation, and reflection. The study was conducted at RA Al Islam in Tasikmalaya City with 23 children in Group B, aged 5–6 years, as the research subjects. Data were collected through observation using an instrument that measured four elements of computational thinking—decomposition, pattern recognition, abstraction, and algorithms—and were then analyzed using both quantitative and qualitative descriptive methods. The results showed that the use of board games was able to improve children’s computational thinking skills. The percentage of children achieving computational thinking skills increased from 45.11% in the pre-cycle phase to 54.62% in Cycle I and reached 83.97% in Cycle II. These findings indicate that board games are an effective alternative learning medium for developing computational thinking skills in early childhood.]]>
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