An Educational Game Based on Discovery Learning for Improving Computational Thinking in Programming Education

Zhafira Muthia Rabbani; Eki Nugraha; Latifahny Aridia Alfitri; Rosita Indrianti

doi:10.29408/edumatic.v10i2.35489

Authors

Zhafira Muthia Rabbani Universitas Pendidikan Indonesia https://orcid.org/0009-0007-4833-9678
Eki Nugraha Universitas Pendidikan Indonesia https://orcid.org/0000-0002-6551-9167
Latifahny Aridia Alfitri Universitas Pendidikan Indonesia https://orcid.org/0000-0002-0768-6522
Rosita Indrianti Poltekkes Kemenkes Jakarta 2 https://orcid.org/0009-0002-6601-669X

DOI:

https://doi.org/10.29408/edumatic.v10i2.35489

Keywords:

branching control structures, computational thinking, discovery learning, educational game, programming education

Abstract

Programming education plays a crucial role in improving computational thinking (CT). However, students often experience difficulties in understanding abstract programming concepts, particularly branching control structures, highlighting the need for more effective learning approaches. This study developed a discovery learning-based educational game that integrates discovery learning syntax with computational thinking indicators into gameplay. The game was developed using the Research and Development (R&D) method with the ADDIE model and achieved a feasibility score of 93.8% based on expert validation. Its effectiveness was evaluated using a one-group pretest-posttest design involving 29 high school students, with data analyzed using the wilcoxon signed-rank test and N-Gain analysis. The results showed a significant improvement in students' computational thinking skills, with an N-Gain score of 0.46 (medium). Pattern recognition showed greater improvement than abstraction, suggesting that repeated encounters with similar branching problems improved students' pattern recognition skills. Students also responded positively to the game, with a score of 74.94% (good). These findings suggest that integrating discovery learning syntax with computational thinking indicators into gameplay can support computational thinking improvement in programming education.

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