Computational Thinking with a Multiliteracy Model Using Interactive PowerPoint Media: An Experiment in Elementary Schools Zaenal Abidin (a*) (c), Wahyudin (b), Tatang Herman (b), Turmudi (b), Riduan Febriandi (a), Ady Akbar (a), Laely Farokhah (a)
a) Elementary Education Departmen, School of Postgraduate, Universitas Pendidikan Indonesia
Jl. Dr Setiabudhi No 229, Bandung
*zaenal_abidin21[at]upi.edu
b) Mathemaics Education Department, Univesitas Pendidikan Indonesia
Jl. Dr Setiabudhi No 229, Bandung
c) Elementary School Teacher Education Dept.
Teacher Training and Education Faculty
Universitas Muhammadiyah Surakarta
Jl. Ahmad Yani, Tromol POS 1,Pabelan, Kartasura
Abstract
For elementary school students, computational thinking is a required skill in the digital age. Computational thinking, like mathematical skills, is a fundamental competence in digital literacy. It is used to solve problems in learning. One option is to help kids learn in a way that emphasizes on computational thinking, for as using the multiliteracy model with interactive PowerPoint slides. The goal of this study was to evaluate and characterize the impact of multiliteracy models aided by interactive PowerPoint media on the learning of computational thinking skills in elementary school students in terms of prior knowledge. With a total sample of 28 4th grade elementary school students, this quantitative study used a one-group pretest posttest design with a total sample of 7 students in the high group, 14 in the medium group, and 7 in the high group. After conducting the research, it was discovered that implementing a multi-literacy learning approach aided by interactive PowerPoint media can considerably boost students^ computational thinking skills acquisition and improvement. This is due to the fact that kids are able to build computational thinking skills in a fun situation using PowerPoint media. Another study found that pupils in the high group performed much better on average when it came to learning computational thinking skills. Meanwhile, the average gain of computational thinking skills in the medium group was only marginally different from the low group^s average.
