Unplugged Coding as an Innovative Approach to Creative Learning in Kindergarten: A Case Study at TK Kristen 1 Satya Wacana Salatiga

Abstract

This study examines the implementation of unplugged coding as an innovative approach to creative learning in early childhood education at TK Kristen 1 Satya Wacana Salatiga. A mixed-methods case study design was employed to explore children's learning processes and describe changes in their performance during unplugged coding activities. The study focused on three concepts: reading and understanding rules, basic programming algorithms, and layered combinations. Data were collected through observations during pre-test and post-test activities, with the pre-test conducted without instructional guidance and the post-test following teacher explanations and demonstrations. The findings showed that, during the pre-test, only two children could follow color-coded directional instructions, while eight children could correctly interpret instructions for assembling a flower plant. In the layered combination activity, three children could interpret visual patterns and complete the assigned tasks. Post-test observations indicated improved performance across the three concepts following teacher guidance. These findings suggest that unplugged coding activities, supported by appropriate scaffolding, may help children develop foundational computational thinking skills, including sequencing, pattern recognition, and logical reasoning. However, further quantitative analysis is needed to determine the extent of improvement. This study highlights the potential of unplugged coding as a playful learning approach in kindergarten.