<![CDATA[This study aims to analyze the cognitive readiness (self-perceived readiness) of early childhood education (PGPAUD) students at UPI Tasikmalaya Campus in implementing number pattern materials based on flash cards (unplugged coding). This study employed a descriptive quantitative method with a cross-sectional survey design. Thirty students from the 2022 cohort were selected as subjects using purposive sampling, using a Likert scale questionnaire that had passed validity and reliability tests. The results indicate that the students are at a "ready" level, with final scores of 76.25% for theoretical knowledge of Computational Thinking (CT) and 80.379% for practical knowledge of CT. This suggests that students understand the basic concepts of unplugged coding but still require further procedural reinforcement to optimize the stimulation of number pattern recognition in early childhood.]]>
Copyrights © 2026
