INTEGRASI BEBRAS TASK DALAM PERANGKAT PEMBELAJARAN: PELATIHAN GURU SD DI KOTA MAKASSAR UNTUK PENGUATAN COMPUTATIONAL THINKING

Nurul Mukhlisah Abdal; Wirawan Setialaksana; Ahmad Syawaluddin; Fadhillah Afifah; Marhayati

doi:10.35914/jepkm.v4i2.307

Authors

Nurul Mukhlisah Abdal Universitas Negeri Makassar
Wirawan Setialaksana
Ahmad Syawaluddin
Fadhillah Afifah
Marhayati

DOI:

https://doi.org/10.35914/jepkm.v4i2.307

Keywords:

Computational Thinking, Bebras Task, Perangkat Pembelajaran, Guru Sekolah Dasar, Pengabdian Kepada Masyarakat

Abstract

This community service program aims to enhance the competencies of elementary school teachers in Makassar City in integrating Computational Thinking (CT) into instructional materials through the use of Bebras Tasks. The program was implemented through five systematic stages: socialization, training, technology application, mentoring and evaluation, and sustainability. The training covered the development of Bebras problems, preparation of lesson plans (RPP), student worksheets (LKS), and CT-based assessment rubrics aligned with the Merdeka Curriculum. The results indicate a significant improvement in teachers’ ability to design CT-oriented learning materials, along with a 22–30% increase in students’ computational thinking skills based on pretest and posttest data. In addition to producing a Bebras problem bank and a complete set of instructional tools, the program successfully established a CT working group (Pokja) to ensure long-term sustainability. Overall, this program positively contributes to improving learning quality and strengthening teachers’ professional capacity.

References

Adorni, G., Piatti, A., Bumbacher, E., Negrini, L., Mondada, F., Assaf, D., Mangili, F., & Gambardella, L. M. (2025). FADE-CTP: A framework for the analysis and design of educational Computational Thinking problems. Technology, Knowledge and Learning, 1–76.

Chaabi, H., Azmani, A., & Dodero, J. M. (2025). Bridging Computational Thinking research and practice of pre-service and in-service teachers. Humanities and Social Sciences Communications, 12, 666. https://doi.org/10.1057/s41599-025-04895-9

Chevalier, M., El-Hamamsy, L., Giang, C., Bruno, B., & Mondada, F. (2021). Teachers’ perspective on fostering Computational Thinking through educational robotics. In International Conference on Robotics in Education (RiE) (pp. 177–185). Springer.

Choi, W. C., & Choi, I. C. (2024). The influence and relationship between Computational Thinking, learning motivation, attitude, and achievement of Code.org in K–12 programming education (arXiv:2412.14180). arXiv. https://arxiv.org/abs/2412.14180

Coenraad, M., Cabrera, L., Killen, H., Plane, J., & Ketelhut, D. J. (2022). Computational Thinking integration in elementary teachers’ science lesson plans. In Computational Thinking in PreK–5: Empirical Evidence for Integration and Future Directions (pp. 11–18).

Gao, X., & Hew, K. F. (2022). Toward a 5E-based flipped classroom model for teaching Computational Thinking in elementary school: Effects on student Computational Thinking and problem-solving performance. Journal of Educational Computing Research, 60(2), 512–543.

Greifenstein, L., Graßl, I., & Fraser, G. (2021). Challenging but full of opportunities: Teachers’ perspectives on programming in primary schools. In Proceedings of the 21st Koli Calling International Conference on Computing Education Research (pp. 1–10).

Jacob, U. S., & Pillay, J. (2022). Understanding preservice teachers’ reluctance to use online learning platforms to teach individuals with intellectual disability. Engagement: Jurnal Pengabdian Kepada Masyarakat, 6(1), 270–299.

Kjällander, S., Mannila, L., Åkerfeldt, A., & Heintz, F. (2021). Elementary students’ first approach to Computational Thinking and programming. Education Sciences, 11(2), 80.

Lilly, S., McAlister, A. M., Fick, S. J., Chiu, J. L., & McElhaney, K. W. (2022). Elementary teachers' verbal supports of science and engineering practices in an NGSS-aligned science, engineering, and Computational Thinking unit. Journal of Research in Science Teaching, 59(6), 1035–1064.

Liu, Z., Gearty, Z., Richard, E., Orrill, C. H., Kayumova, S., & Balasubramanian, R. (2024). Bringing Computational Thinking into classrooms: A systematic review on supporting teachers in integrating Computational Thinking into K–12 classrooms. International Journal of STEM Education, 11, 51. https://doi.org/10.1186/s40594-024-00510-6

Luo, F., Israel, M., & Gane, B. (2022). Elementary Computational Thinking instruction and assessment: A learning trajectory perspective. ACM Transactions on Computing Education, 22(2), 1–26.

Luo, F., Ijeluola, S. A., Westerlund, J., Walker, A., Denham, A., Walker, J., & Young, C. (2023). Supporting elementary teachers’ technological, pedagogical, and content knowledge in Computational Thinking integration. Journal of Science Education and Technology, 32(4), 583–596.

Majid, M., Oroh, F. A., Zakaria, P., Maharani, S., & Moha, A. (2025). Publication trends of Computational Thinking in elementary school students: A bibliometric review. Al-Ishlah: Jurnal Pendidikan, 17(1), 39–48. https://doi.org/10.35445/alishlah.v17i1.3161

Palop, B., Díaz, I., Rodríguez-Muñiz, L. J., & Santaengracia, J. J. (2025). Redefining Computational Thinking: A holistic framework and its implications for K–12 education. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13297-4

Rich, P. J., Bartholomew, S., Daniel, D., Dinsmoor, K., Nielsen, M., Reynolds, C., et al. (2024). Trends in tools used to teach Computational Thinking through elementary coding. Journal of Research on Technology in Education, 56(3), 269–290.

Stewart, W., & Baek, K. (2023). Analyzing Computational Thinking studies in Scratch programming: A review of elementary education literature. International Journal of Computer Science Education in Schools, 6(1), 35–58.