Rahayu, Widya Puput (2026) EFEKTIVITAS GAME BASED LEARNING BERBANTUAN DIGITAL MATH EDUCATION TERHADAP KEMAMPUAN BERPIKIR KOMPUTASI DALAM KODING DAN KECERDASAN ARTIFISIAL. S1 thesis, Universitas PGRI Madiun.
![[img]](https://eprint.unipma.ac.id/style/images/fileicons/text.png) |
Text
HALAMAN DEPAN(COVER-DAFTAR-LAMPIRAN).pdf Download (1MB) |
|
Text
ABSTRAK IN EN.pdf Download (505kB) |
|
Text
BAB I.pdf Download (527kB) |
|
Text
BAB II.pdf Download (773kB) |
|
Text
BAB III.pdf Restricted to Repository staff only Download (627kB) | Request a copy |
|
Text
BAB IV.pdf Restricted to Repository staff only Download (577kB) | Request a copy |
|
Text
BAB V.pdf Download (503kB) |
|
Text
DAFTAR PUSTAKA.pdf Download (541kB) |
|
Text
LAMPIRAN.pdf Restricted to Repository staff only Download (6MB) | Request a copy |
Abstract
Computational thinking is a skill requiring students to break down problems into smaller sub-parts and design solutions by formulating clear steps. In the context of 5th-grade coding and artificial intelligence instruction, this skill encompasses components such as abstraction, generalization, decomposition, algorithmic thinking, and debugging competencies that students often lack. This study aimed to determine the effectiveness of a Game-Based Learning (GBL) model supported by Digital Math Education on the computational thinking skills of students in coding and artificial intelligence lessons. The research subjects were 5th-grade students at SDN Tinap 2. A quantitative approach was employed, specifically a quasi-experimental time-series design known as the Interrupted Time Series Design. A saturated sampling technique was used, as the population was under 100, resulting in a sample size of 22 students. Data collection involved essay tests and documentation. The research instruments consisted of pre-tests and post-tests covering the 5th-grade coding and artificial intelligence curriculum. Data analysis revealed a difference in students' computational thinking skills before and after instruction using the GBL model supported by Digital Math Education. The average student score increased from 58.40 to 84.09. Hypothesis testing yielded a p-value of <0.001 (specifically 0.000 < 0.001), indicating a significant effect resulting from the implementation of this instructional method. Thus, the findings demonstrate that the use of a GBL model supported by Digital Math Education is effective in enhancing students' computational thinking skills within coding and artificial intelligence lessons.
| Item Type: | Thesis/Skripsi/Tugas Akhir (S1) |
|---|---|
| Kata Kunci: | Game-Based Learning; Digital Math Education; Computational Thinking |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Guru Sekolah Dasar |
| Depositing User: | RAHAYU PUPUT WIDYA |
| Date Deposited: | 27 Jul 2026 07:12 |
| Last Modified: | 27 Jul 2026 07:12 |
| URI: | http://eprint.unipma.ac.id/id/eprint/7684 |
Actions (login required)
 |
View Item |
