Scratch Animation Boosts Informatics Learning Interest at SMP Negeri 1 Dolok Sanggul
A 2026 study published in the Internasional Journal of Integrative Sciences confirms that Scratch-based animation significantly improves students’ learning interest and academic performance in Informatics at SMP Negeri 1 Dolok Sanggul, North Sumatra. The research was conducted by Yusuf Ijonris, Jimmy F. Naibaho, and Sri Hasianna Sihombing from Universitas Methodist Indonesia. Their findings show that interactive animation media can transform how junior high school students understand algorithms and basic programming concepts.
The study was received in December 2025 and officially published in February 2026. Its results matter because many Indonesian junior high schools still struggle with low student engagement in Informatics, despite having adequate technological facilities.
Why Informatics Learning Needs Innovation
Informatics is no longer just about computer theory. It requires logical thinking, creativity, and active problem-solving skills. However, at SMP Negeri 1 Dolok Sanggul, many students previously viewed Informatics as rigid and difficult. Classroom observations showed low participation, limited questioning, and minimal initiative during practice sessions.
Meanwhile, digital platforms such as Scratch offer visual block-based programming that allows students to build animations, games, and interactive stories without writing complex code. Scratch was developed by the MIT Media Lab and is widely recognized for encouraging creative learning.
Despite its potential, Scratch had not been systematically integrated into Informatics classes at SMP Negeri 1 Dolok Sanggul before this research.
Research Method: From Design to Classroom Testing
The research applied a Research and Development (R&D) model. The process included:
- Identifying student learning needs
- Designing animation storyboards
- Developing Scratch-based animated learning materials
- Validating the product with subject and media experts
- Testing the animation on 32 eighth-grade students
- Evaluating learning interest and academic performance
Students completed a pre-test before using the animation and a post-test afterward. The post-test questions were designed to measure deeper conceptual understanding and application of algorithms.
Clear and Measurable Results
The findings demonstrate strong improvement in both learning interest and academic achievement.
Key Data Results:
- Average pre-test score: 83.75
- Average post-test score: 100
- Average score increase: 20.86%
- Individual improvement ranged from 0% to 66.67%
One student, Yunita Maxilia Sianturi, improved from 60 to 100, marking a 66.67% increase. Students who initially scored around 70 showed improvements of more than 40 percent. Even students who began with high scores maintained or slightly improved their results.
Out of 32 students:
- 25 students experienced improvements between 10% and 30%
- 3 students achieved improvements above 40%
- Only 3 students showed minimal numerical increase because they had already scored 100 in the pre-test
Beyond numerical gains, classroom observations showed higher enthusiasm, stronger focus, and increased participation during lessons using Scratch animation.
Why Scratch Animation Works
According to Yusuf Ijonris of Universitas Methodist Indonesia, interactive animation helps students visualize abstract algorithm flows and programming logic. Instead of memorizing concepts from textbooks, students see step-by-step processes unfold visually.
Jimmy F. Naibaho and Sri Hasianna Sihombing from Universitas Methodist Indonesia explain that visual block coding reduces anxiety associated with programming. Students focus on logic and creativity rather than syntax errors.
The researchers emphasize that Scratch does more than improve test scores. It increases:
- Curiosity
- Attention span
- Classroom participation
- Confidence in solving problems
Educational Impact and Broader Implications
The results suggest practical implications for Indonesian schools:
- Interactive digital media improves engagement. Traditional lecture methods can be replaced or complemented with animation-based instruction.
- Students with lower initial performance benefit the most. Scratch helps close learning gaps.
- Teacher training is essential. Schools may have adequate facilities, but effective implementation depends on educators’ digital literacy.
For policymakers, this research provides evidence that investing in teacher capacity-building and interactive media can strengthen Informatics education outcomes.
For curriculum developers, Scratch-based animation supports the national emphasis on computational thinking and digital competence.
For students, it creates a learning environment that feels less intimidating and more creative.
Academic Insight from the Authors
Yusuf Ijonris of Universitas Methodist Indonesia notes that structured development using the R&D method ensures the media is valid, practical, and effective. The team concludes that Scratch-based animation creates an active, visual, and enjoyable learning experience aligned with junior high school learning needs.
Their evaluation confirms that integrating animation into Informatics lessons produces measurable improvement in both learning interest and academic outcomes.
Author Profiles
Yusuf Ijonris Universitas Methodist Indonesia.
Jimmy F. Naibaho, Universitas Methodist Indonesia.
Sri Hasianna Sihombing, Universitas Methodist Indonesia.
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