Permainan Tanpa Gawai untuk Mengembangkan Computational Thinking Anak Usia Dini: Systematic Literature Review dengan Fokus pada Pengenalan Pola dan Dekomposisi
Unplugged Play to Develop Computational Thinking in Early Childhood: A Systematic Literature Review Focusing on Pattern Recognition and Decomposition
DOI:
https://doi.org/10.58230/483j4720Keywords:
computational thinking, anak usia dini, permainan tanpa gawai, pengenalan pola, dekomposisiAbstract
Pembelajaran berpikir komputasional (computational thinking/CT) tanpa gawai pada anak usia dini masih didukung bukti yang beragam, terutama mengenai pengenalan pola dan dekomposisi. Penelitian ini bertujuan menyintesis karakteristik studi, bentuk aktivitas dan dukungan pedagogis, pelaporan kedua komponen CT, serta kekuatan buktinya. Tinjauan sistematis ini mengacu pada PRISMA 2020. Penelusuran pada Scopus, Web of Science, ERIC, Google Scholar, dan GARUDA mencakup publikasi Januari 2016 hingga Oktober 2026. Dari 134 rekaman awal, 47 artikel diperiksa dalam bentuk teks lengkap dan 18 studi yang terbit pada 2020–2026 diinklusi. Data dianalisis melalui statistik deskriptif dan sintesis tematik-naratif. Lima studi menggunakan kelompok pembanding, yaitu satu eksperimen acak terkontrol, tiga kuasi-eksperimen, dan satu penelitian tindakan. Aktivitas dikelompokkan menjadi enam kategori: media manipulatif dan konkret (empat studi), gerak dan bermain peran (empat), permainan papan dan rute (tiga), permainan tradisional dan aktivitas budaya lokal (tiga), kegiatan keseharian (dua), serta unplugged coding terstruktur (dua). Sepuluh studi melaporkan atau mengamati pengenalan pola, sebelas dekomposisi, dan sembilan keduanya; hanya lima yang menyajikan hasil kuantitatif kedua komponen menurut indikator. Sejumlah studi melaporkan peningkatan CT, tetapi bukti komparatif tidak secara konsisten mengunggulkan pendekatan tanpa gawai dibandingkan pembelajaran berbantuan teknologi. Keterbatasan desain, sampel, dan instrumen membatasi kepastian bukti efektivitas. Kajian ini dapat menjadi dasar penyusunan pembelajaran dan asesmen CT yang lebih spesifik.
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