Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis pemrograman blok dan robot Quarky untuk meningkatkan kemampuan Computational Thinking (CT) peserta didik. Proses penelitian melibatkan analisis kebutuhan muatan CT dalam Kurikulum Merdeka, perancangan media pembelajaran berbasis robot (hardware dan software), implementasi menggunakan Lembar Kerja Peserta Didik (LKPD) EDP-STEMC, dan analisis hasil. Hasil penelitian berupa media pembelajaran berbasis robot dengan sensor ultrasonik dan sensor infrared, yang mengaplikasikan prinsip pemantulan gelombang, dan LKPD. Validasi LKPD dilakukan oleh ahli media, ahli materi, dan guru dinilai sangat baik dan layak digunakan dalam konteks pembelajaran STEMC (Science, Technology, Engineering, Mathematics, and Character), dimana Character mencakup kompetensi Computational Thinking yang menjadi topik kajian penelitian ini. Hasil validasi LKPD mencapai 93,68%. Rerata respons peserta didik dari dua sekolah terhadap penggunaan robot Quarky dan LKPD menunjukkan tingkat kepuasan yang baik, dengan persentase masing-masing 83,9% dan 82,4%. Peningkatan kemampuan CT yang meliputi dekomposisi, pengenalan pola, abstraksi, dan algoritma terjadi pada peserta didik. Berdasarkan respons peserta didik terhadap keempat aspek kemampuan CT, kemampuan algoritma mendapatkan persentase tertinggi sebesar 80% untuk sekolah A dan 85,38% untuk sekolah B. Namun kemampuan dekomposisi peserta didik masih tergolong rendah, sehingga perlu ditingkatkan melalui latihan soal atau pemrograman. Secara ringkas, meningkatnya kemampuan CT dan minat belajar peserta didik menunjukkan bahwa media pembelajaran berbasis pemrograman blok dan robot Quarky serta LKPD yang dikembangkan layak diterapkan dan dapat meningkatkan pemahaman peserta didik dalam proses pembelajaran.

Kata Kunci: Computational Thinking, Robot, Pemrograman Blok, STEMC

This research aims to develop learning media based on block programming and Quarky robots to improve students' Computational Thinking (CT) abilities. The research procedures involved analyzing the needs for CT content in the Merdeka Curriculum, designing robot-based learning media (hardware and software), implementing the EDP-STEMC Student Worksheet (LKPD), and analyzing the results. The research results are a robot-based learning media with ultrasonic and infrared sensors, which apply the principle of wave reflection and LKPD. LKPD validation was carried out by media experts, contents experts, and teachers are considered excellent and suitable for use in the STEMC (Science, Technology, Engineering, Mathematics, and Character) learning context, in which Character includes Computational Thinking competencies are the topic of this research study. LKPD validation results reached 93.68%. The average response of students from two schools to using the Quarky and LKPD robots shows good satisfaction, with percentages of 83.9% and 82,4%, respectively. Increasing CT skills, including decomposition, pattern recognition, abstraction, and algorithms, occur in students. Based on students' responses to the four aspects of CT ability, the algorithm ability reveals the highest percentage of 80% for school A and 85.38% for school B. However, students' decomposition abilities are still relatively low, so they need to be improved through practice questions or programming. In summary, the increase in CT skills and students' interest in learning shows that the media based on block programming, Quarky robots, and LKPD developed are feasible to implement and can increase students' understanding of the learning process. Keywords: Computational Thinking, Robot, Block Programming, STEMC