The Effect of Unplugged Coding on The Critical Thingking Skills of Children Aged 4-5 Years
Pengaruh Unplugged Coding Terhadap Kemampuan Berpikir Kritis Anak Usia 4-5 Tahun
DOI:
https://doi.org/10.21070/ups.11871Keywords:
Unplugged Coding, Critical Thingking, Aged 4-5 YearsAbstract
This study aims to determine the effect of unplugged coding on the critical thinking skills of children aged 4–5 years. The study employs a quantitative method with a pre-experimental one-group pretest-posttest design. The research population consists of 35 students. A total sampling technique was used, involving the entire population to ensure data precision and statistical test power. Data were collected using observation sheets. Data analysis involved normality testing and a paired data comparison test. As the data were not normally distributed, a non-parametric statistical test specifically the Wilcoxon Signed Rank test was used. The results indicate a significant improvement in the children's critical thinking skills following the implementation of unplugged coding; with a significance value of < 0.05, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected, demonstrating that unplugged coding influences the critical thinking skills of children aged 4–5 years.
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