Exploring Computational Thinking and Pancasila Values through Traditional Game-Based Unplugged Activities
DOI:
https://doi.org/10.30587/didaktika.v32i2.11617Keywords:
computational thinking, pancasila values, unplugged activity, traditional games, elementary schoolAbstract
The integration of Computational Thinking (CT) and character education has become increasingly important in elementary education to support students’ cognitive and social development. Traditional games offer a contextual learning environment that can connect computational thinking skills with character development and local cultural experiences. This study aims to explore the development of students’ CT skills and the cultivation of Pancasila values through traditional game-based Unplugged Activities. A qualitative exploratory descriptive approach was employed involving 36 fourth-grade students participating in learning activities in class 4D at an elementary school in Surabaya. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman model. The results indicate that the implementation of Unplugged Activities through traditional games, namely gobak sodor, dakon, and hide and seek, supports the development of students’ CT skills, particularly in decomposition and algorithm design. The activities also foster Pancasila values, including empathy, cooperation, sportsmanship, and fairness, as students participated in planning, following rules, solving problems, and interacting with peers. The novelty of this study lies in integrating CT development and Pancasila values within traditional game-based Unplugged Activities, providing a contextual learning approach that connects computational skills with students’ social and cultural experiences. Overall, traditional game-based Unplugged Activities can serve as a meaningful learning approach for simultaneously developing elementary students’ computational thinking and Pancasila values.
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