Open AccessComputational thinking digital media to improve digital literacy
Author(s) -
Irma Yuliana,
Langga Putra Octavia,
Endah Sudarmilah
Publication year - 2020
Publication title -
iop conference series. materials science and engineering
Language(s) - English
Resource type - Journals
eISSN - 1757-899X
pISSN - 1757-8981
DOI - 10.1088/1757-899x/821/1/012032
Subject(s) - computational thinking , computer science , abstraction , informatics , mathematics education , curriculum , test (biology) , creativity , digital literacy , digital media , critical thinking , artificial intelligence , multimedia , psychology , pedagogy , engineering , paleontology , philosophy , social psychology , epistemology , electrical engineering , biology , world wide web
Computational Thinking (CT) has been defined as an important skill that supports digital literacy in the industrial revolution 4.0. Computatiomal Thinking contained in the informatics curriculum is classified as local content for several formal schools. Four key techniques (cornerstones) to Computational Thinking consist of abstraction, algorithm, decomposition and pattern recognition, are very important in the processes involved in formulating problems and the solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent The research started by analysis, design, development, implementation and evaluation in series and give each other feedback to create an interactive learning media. The subjects of this study were students of grade IV and V of elementary school as great starting point for starting digital literacy as early as possible. Data collection techniques in this study are by observation, questionnaire, pre-test and post-test. The data analysis technique used was calculating the percentage of feasibility from the results of the questionnaire. The result is the use of CT learning media able to improve student’s understanding of CT in problem solving. The respondents could find the concept by themselves, analogically they can apply to similar problem. This is evidenced by the result of the post-test in similar questions from the pre-test. The respondents finally learnt how computer works, and this is important as basic creativity to improve digital literacy.