Upaya Meningkatkan Computational Thinking Peserta Didik Melalui Proyek Scratch di SMK Wijaya Putra
DOI:
https://doi.org/10.26740/jvte.v8n1.p34-43Keywords:
Berpikir Komputasional, Scratch, Dr. Scratch, InformatikaAbstract
Penelitian ini bertujuan untuk meningkatkan kemampuan peserta didik dalam berpikir komputasional melalui penerapan proyek pemrograman berbasis Scratch pada pembelajaran Informatika. Subjek penelitian ini adalah 26 peserta didik kelas X TKJ dari SMK Wijaya Putra Surabaya. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis & McTaggart yang dilaksanakan selama 2 siklus. Setiap siklus menerapkan penggunaan Dr. Scratch untuk mengukur tingkat kemampuan berpikir komputasional peserta didik secara otomatis, berdasarkan hasil pengerjaan proyek pemrograman game di Scratch. Hasil penelitian menunjukkan terjadinya peningkatan kemampuan berpikir komputasional pada sebagian besar peserta didik. Selama siklus pertama, sebanyak 69,23% peserta didik berada pada kategori “berkembang” dan hanya terdapat sebanyak 3,85% yang termasuk dalam kategori “mahir”. Setelah dilaksanakan intervensi pada siklus 2, sebagian besar peserta didik mengalami peningkatan pada hampir seluruh aspek berpikir komputasional terjadi peningkatan sebanyak 19,23%. Hasil penyebaran angket juga menunjukkan penggunaan Scratch dan Dr. Scratch selama pembelajaran mendapatkan respon positif dari peserta didik kelas X TKJ. Hal ini termasuk pada kemudahan penggunaan, peningkatan motivasi, kreativitas, detail, dan kecepatan pemberian umpan balik. Kesimpulan dari penelitian ini menunjukkan bahwa integrasi Scratch dan Dr. Scratch pada pembelajaran berbasis proyek efektif dalam meningkatkan keterampilan peserta didik kelas X TKJ dalam berpikir komputasional. Pendekatan semacam ini dapat diterapkan dalam strategi pembelajaran pada pembelajaran informatika di SMK sebagai bekal peserta didik menuju kompetensi abad ke-21.
This study aims to improve students’ computational thinking skills through the application of Scratch-based programming projects in informatics learning. The subjects of this study were 26 students from 10th grade Computer and network engineering department of Wijaya Putra Vocational School. The method used was Classroom Action Research (CAR) based on Kemmis & McTaggart which was carried out in 2 cycles. Each cycle implemented the use of Dr. Scratch to measure the level of students computational thinking skills in real-time, based on the results of the game programming projects in Scratch. The results of the study showed an increase in computational thinking skills in most students. In the first cycle, 69.23% of students were at the “developing” stage while only 3.85% were included in the “proficient” stage. After the intervention was implemented in the second cycle, most of the students experienced an increase in almost all computational thinking aspects, where there was an increase of 19.23%. The results of the questionnaire distribution also showed that the use of Scratch and Dr. Scratch during learning activities received a positive response from students. These include ease of use, increased motivation, creativity, detail, and fast feedback. The conclusion of this study shows that the integration of Scratch and Dr. Scratch in project-based learning is effective in improving the skills of students in computational thinking. This kind of approach can be applied in informatics learning from the field of vocational schools as a provision for students towards 21st century competencies.
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