Tri Suryaningsih, Wardani Rahayu, Nurjannah, Fatkhul Arifin
Computational thinking (CT) is a fundamental skill in the 21st century, enabling individuals to solve problems systematically and innovatively. However, integrating CT into elementary mathematics curricula remains challenging, particularly in resource-limited schools due to inadequate digital infrastructure and teacher preparedness. This study investigates the effectiveness of unplugged activities in fostering CT skills among elementary students, offering a cost-effective and accessible alternative to digital-based approaches. Employing a quasi-experimental one-group pretest-posttest design, the study involved 28 fourth-grade students, with data analyzed using paired sample t-tests. Over four weeks, students engaged in unplugged activities, including step-sequencing games to reinforce algorithmic thinking and tangible sorting tasks to develop decomposition skills. Results revealed a statistically significant improvement in post-test scores (p < 0.05), demonstrating the efficacy of unplugged activities in strengthening computational thinking. Additionally, the method enhanced teamwork and communication, aligning with essential 21st-century skills. Despite its advantages, challenges such as varying student engagement levels highlight the need for differentiated instruction. This study underscores unplugged activities as an inclusive and scalable approach to computational thinking education in elementary mathematics, particularly in under-resourced settings. Future research should explore broader applications of this method in enhancing problem-solving skills across diverse student populations. © 2026 Author(s)
Islamic Primary School Education Study Program, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Banten, Tangerang Selatan, Indonesia; Universitas Negeri Jakarta, Jakarta, Indonesia
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