PKM Implementation of Computational Thinking Using Unplugged in Early Childhood Education

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Karawang Regency, West Java – PKM Implementation of Computational Thinking Using Unplugged in Early Childhood Education. This research was conducted by Irma Yuliantina, Icih Surnasih, Rakhmayanti, Novianti, Rofiatul Fauziyah, and Kiki Puspita from the Early Childhood Education Postgraduate Program of Panca Sakti University Bekasi, and published in the Formosa Community Service Journal (JPMF) in early 2026.

Research conducted by Irma Yuliantina, Icih Surnasih, Rakhmayanti, Novianti, Rofiatul Fauziyah, and Kiki Puspita revealed that practice-based training without the use of digital devices (unplugged) is able to help teachers understand the concept of computational thinking in a more contextual way and is easy to apply in the PAUD classroom.

Computational thinking from an early age

The results of the activity showed that many PAUD teachers had not previously understood the concept of computational thinking in its entirety, especially the four main components, namely decomposition, pattern recognition, abstraction, and algorithms. In fact, this skill is considered important as part of 21st century abilities that help children learn to think logically, systematically, and be able to solve problems in a structured way.

The implementation team found that early childhood learning often still focuses on memorization or routine activities, so that the stimulation of analytical thinking skills has not been maximized. Through this training, teachers are introduced to a new approach that integrates games and creative activities as a means of developing children's logic thinking.

Unplugged approach: learning logic without digital technology

In contrast to the common assumption that computational thinking should use computers, the unplugged approach instead utilizes non-digital activities such as physical games, stories, and environmental exploration. This method is considered more in accordance with the characteristics of early childhood which requires concrete and interactive experiences.

During the training at TKQ Al-Mubarokah Karawang Regency, participants tried various activities, including:

compile a sequence of steps using algorithmic cards,
recognizing patterns through color and shape,
complete a simple maze,
Designing games using simple materials (loose parts).

Teacher needs-based training

The program began with a needs analysis through a survey to map the level of understanding of PAUD teachers in the Kampung Pedes area, Karangsari Village, Purwasari District. The results show that most teachers are not familiar with the concept of computational thinking or unplugged implementation.

The training is then designed in stages including:

Debriefing on the concept of computational thinking.
Training in the theory of the four main components.
Direct practice using unplugged media.
Implementation assistance in the classroom.
Evaluation through pre-test and post-test.

Key findings from the service activities

The evaluation showed an increase in teachers' understanding of the concept of computational thinking and the ability to design CT-based play activities. The team noted some important findings:

Teachers are able to identify and apply the four main components of computational thinking.
CT-based play activities increase children's focus and enthusiasm.
The unplugged approach is effectively applied even without digital technology facilities.
Teachers become more creative in designing contextual learning activities.

Observations in the classroom also show that children are more likely to follow step-by-step instructions, which indicates an improvement in systematic thinking skills.

Impact on the world of early childhood education

This program shows that the integration of computational thinking can be done without major changes to the curriculum or the need for expensive technology. The unplugged approach opens up opportunities for PAUD institutions with limited facilities to continue to develop 21st century competencies.

According to Irma Yuliantina from Panca Sakti University Bekasi, strengthening teachers' abilities is the main key in improving the quality of early childhood learning. With the right understanding, teachers can package complex concepts into simple but meaningful play activities.

In addition to improving individual teacher competencies, this activity also encourages collaboration between PAUD institutions to share good practices and develop learning innovations in a sustainable manner.

Challenges and recommendations

Although the results were positive, the research team assessed that further training is needed so that teachers can expand the variety of computational thinking-based activities. Support from local governments and educational institutions is also needed, especially in the provision of simple learning materials and strengthening the community of teacher practitioners.

Some of the strategic recommendations put forward include:

continuous training related to computational thinking in PAUD,
strengthening collaboration between teachers and institutions,
integration of unplugged activities in various learning themes,
Policy support for 21st century skills-based learning innovation.

Author profile

• Irma Yuliantina– Universitas Panca Sakti Bekasi.

• Icih Surnasih– Universitas Panca Sakti Bekasi.

• Rakhmayanti – Universitas Panca Sakti Bekasi.

• Novianti– Universitas Panca Sakti Bekasi.

• Rofiatul Fauziyah– Universitas Panca Sakti Bekasi.

• Kiki Puspita– Universitas Panca Sakti Bekasi.

Research source

Yuliantina, I., Surnasih, I., Rakhmayanti, R., Novianti, N., Fauziyah, R., & Puspita, K. (2026). PKM Implementation of Computational Thinking Using Unplugged in Early Childhood Education.

Journal of Community Service of Formosa (JPMF), Vol. 5 No. 1, pp. 57–68

DOI: https://doi.org/10.55927/jpmf.v5i1.120

Official URL: https://ntlformosapublisher.org/index.php/jpmf