Pengaruh Unplugged Coding terhadap Perkembangan Kognitif Anak Usia 5–6 Tahun di TK Aisyiyah Bustanul Athfal 62 Surabaya

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran coding sederhana terhadap perkembangan kognitif anak usia 5–6 tahun. Latar belakang penelitian didasari oleh kondisi empiris di mana sebagian anak di TK Aisyiyah Bustanul Athfal 62 Surabaya masih mengalami kesulitan dalam perkembangan kognitif, seperti mengikuti instruksi berurutan, mengenali pola, menyusun langkah, dan memecahkan masalah sederhana, serta belum adanya variasi media pembelajaran yang mereduksi dampak negatif gawai. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain pre-experimental one group pretest-posttest. Sampel penelitian berjumlah 20 anak kelompok B yang diambil menggunakan teknik sampling jenuh. Pengumpulan data dilakukan melalui teknik observasi menggunakan lembar penilaian perkembangan kognitif anak dengan skala 1–3, serta didukung oleh dokumentasi kegiatan. Analisis data menggunakan statistik deskriptif dan uji non-parametrik Wilcoxon Signed Rank Test dengan bantuan perangkat lunak JASP Versi 0.98.1. Hasil penelitian menunjukkan adanya peningkatan kemampuan kognitif anak secara nyata, di mana rata-rata skor pre-test sebesar 20,10 meningkat menjadi 24,45 pada post-test. Hasil uji hipotesis memperoleh nilai signifikansi p<0,001, sehingga hipotesis nol (H_0) ditolak dan hipotesis alternatif (H_a) diterima. Kebaruan (novelty) penelitian ini terletak pada penerapan aktivitas unplugged coding terstruktur yang memposisikan penalaran komputasional tanpa layar (screen-free) sebagai solusi alternatif pembelajaran, dengan implikasi praktis berupa penyediaan strategi pembelajaran inovatif yang secara simultan mampu mereduksi durasi paparan layar (screen-time) pasif gawai sekaligus mengoptimalkan fungsi eksekutif kognitif anak di lingkungan sekolah.

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This study aimed to examine the effect of simple coding activities on the cognitive development of children aged 5–6 years. The study was motivated by empirical findings indicating that some children at TK Aisyiyah Bustanul Athfal 62 Surabaya experienced difficulties in cognitive development, particularly in following sequential instructions, recognizing patterns, organizing steps, and solving simple problems. In addition, there was a lack of varied learning media that could help reduce the negative effects of excessive gadget use. This research employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The sample consisted of 20 children from Group B, selected using a saturated sampling technique. Data were collected through observation using a cognitive development assessment sheet with a 1–3 rating scale and were supported by documentation of learning activities. The data were analyzed using descriptive statistics and the non-parametric Wilcoxon Signed-Rank Test with the assistance of JASP Version 0.98.1. The results revealed a significant improvement in the children's cognitive abilities. The mean pre-test score increased from 20.10 to 24.45 in the post-test. The hypothesis testing showed a significance value of p < 0.001, indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. The novelty of this study lies in the implementation of structured unplugged coding activities, which promote screen-free computational thinking as an alternative learning strategy. Practically, this approach provides an innovative learning method that simultaneously reduces passive screen time from gadgets while enhancing children's cognitive executive functions in the school environment.

Keywords: simple coding activities, cognitive development, early childhood, unplugged coding, gadget use reduction.