<![CDATA[Problem-solving ability is a fundamental cognitive skill in mathematics learning, particularly in geometry for Phase A elementary school students. This ability involves understanding problems, planning solution strategies, implementing plans, and reviewing the results. This study aimed to examine the effect of unplugged coding activities on students’ problem-solving ability in geometry at the Phase A level of elementary school. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants were 24 second-grade students of an elementary school. Data were collected through pretest and posttest instruments measuring problem-solving ability, as well as observation sheets documenting the implementation of unplugged coding activities. Data analysis included the Shapiro–Wilk normality test, the paired t-test Signed Rank Test for hypothesis testing, and descriptive statistical analysis. The results of the paired t-test showed a significance value of 0.000 (p < 0.05), indicating a significant difference between pretest and posttest scores. Descriptive analysis revealed that the mean score of students’ problem-solving ability increased from 53.12 in the pretest to 65.62 in the posttest. The highest improvement was found in the indicator of understanding the problem, followed by implementing the plan, while the reviewing stage showed the smallest improvement. These findings indicate that unplugged coding activities have a significant effect on improving geometry problem-solving ability among Phase A elementary school students.]]>
Copyrights © 2026
