Eksplorasi Unsur Sequencing Dalam Permainan Engklek Sebagai Aktivitas Unplugged Coding Bagi Siswa Sekolah Dasar

Abstract

This study aims to explore the sequencing element in Engklek as an unplugged coding activity for elementary school students. The research employed a descriptive qualitative approach involving six lower-grade students and one classroom teacher at SD Muhammadiyah 2. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed using the interactive analysis model proposed by Matthew B. Miles and A. Michael Huberman, including data reduction, data display, and conclusion drawing. The findings revealed that sequencing elements emerged consistently throughout the Engklek game activities. Students demonstrated the ability to follow movement sequences systematically, organize and execute instructions in the correct order, and explain game procedures before playing. Sequencing was also reflected in students’ understanding of the beginning–process–end pattern of the game, representing a simple algorithmic flow. Furthermore, students showed simple debugging practices when they recognized mistakes, such as stepping on the wrong square or losing balance, and then repeated the sequence according to the rules. Social debugging also appeared when students helped peers correct movement sequences during gameplay. The results indicate that Engklek has strong potential as a culture-based unplugged Informatics learning medium that supports the introduction of computational thinking in elementary schools. Through kinesthetic and contextual experiences, students are able to understand procedural sequencing concepts more concretely. This study contributes to expanding the use of traditional games as innovative, contextual, and culturally responsive learning activities to support the development of early algorithmic thinking skills among elementary school students.