IMPLEMENTASI PEMBELAJARAN CODING BERBASIS DEEP LEARNING MELALUI PENDEKATAN UNPLUGGED CODING PADA ANAK USIA 4-5 TAHUN DI TK DHARMA WANITA JAMBANGAN

The development of the digital world requires children to begin mastering computational thinking from an early age. Unfortunately, opportunities to learn coding for children of this age remain very limited, especially in rural areas with poor access to technology. This study aims to assess the implementation of screen-free coding instruction for 5- to 6-year-old children at TK Dharma Wanita Jambangan. The method used in this study is qualitative, with data collected through observation, interviews, and documentation. Information about the children’s development was processed using a descriptive approach with a developmental category scale, with a total of 12 children and one classroom teacher participating. Data collection procedures included observation, interviews, and document gathering, which were then analyzed using the interactive analysis model proposed by Miles, Huberman, and Saldaña. Findings from this study indicate that screen-free coding instruction is highly effective in improving children’s computational thinking through play-based activities involving symbols, colors, letters, numbers, and physical objects. The learning process followed principles of attentiveness, meaningfulness, and enjoyment, resulting in active child engagement throughout instruction. Qualitative data were obtained from child observations, teacher interviews, and documentation, while child development was analyzed descriptively using developmental category scores. The average development score rose from 2.10 on the first day to 3.48 on the third day, indicating improvements in logical thinking, problem-solving, following instructions, independence, focus, and motivation to learn. These results confirm that screen-free coding instruction is an effective, meaningful, and developmentally appropriate method. Therefore, coding education—potentially enhanced with deep learning–based tools—could be a valuable innovation in education to support the development of 21st-century skills for early childhood, especially in areas with limited technology access.