Correlation Between Simple Coding Learning (E.G., Scratch Jr.) In Developing Logical Thinking Abilities And Students' Sequence Of Procedural Texts In Indonesian Language Learning In Grade V Elementary School

Abstract

This study aims to examine the correlation between simple coding learning using Scratch Jr. with logical thinking skills and the ability to arrange procedural text sequences in fifth-grade elementary school students in Indonesian language learning. The background of the study is based on the importance of integrating digital literacy and computational thinking in learning, as well as the alignment between coding activities that require sequential logic and the structure of procedural texts. This study uses a quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design. The research instruments include logical thinking ability tests, procedural text writing tests, and learning activity observation sheets. Validity tests are carried out through expert judgment and Product Moment correlation, while reliability is tested using Cronbach's Alpha. Data analysis includes descriptive analysis (mean, standard deviation, and N-Gain) and inferential analysis using the Independent Sample t-test. The results of the study are expected to show a significant effect of the application of simple coding learning on improving students' logical thinking skills and arranging procedural text sequences compared to conventional learning. These findings are expected to contribute to the development of innovative learning models that integrate digital technology in Indonesian language learning in elementary schools.