Development of Prototype of Coding Instructional Management in the Digital Age for elementary school students: Application of UX Research

Abstract

Coding instructional management has been proven effective in enhancing several skills among learners, particularly systematic thinking, which is crucial for careers in the digital age. This research aimed to 1) analyze the experiences and needs of teachers regarding coding instructional management using user experience (UX) research, 2) develop a prototype for coding instructional management designed to enhance systematic thinking based on the results of the UX research, and 3) analyze the effectiveness of the prototype in improving learners’ systematic thinking skills, as well as gather perspectives from teachers and students on coding instructional management. The target group included teachers at a school with experience in managing coding instruction at the primary level, and primary students at the same school. Data analysis involved descriptive statistics and content analysis. The results were as follows: Teachers struggled to manage activities that would help students develop products addressing surrounding problems. There was minimal exchange of information regarding learning management among teachers, and the coding instructional management process was unclear. Regarding the needs for coding instructional management, teachers required guidance on introducing concepts and procedures for integrating surrounding problems into learning activities, as well as clear steps for managing learning. Teachers also needed to develop competencies for managing coding instruction. The prototype for coding instruction consisted of four units: Unit 1 focused on analyzing problems and finding solutions, Unit 2 on writing flowcharts, Unit 3 on writing programs to control operations, and Unit 4 on developing artifacts. The entire process lasted 28 periods. After implementing the prototype, students' systematic thinking skills improved. They were able to develop products that could be used to solve surrounding problems. Teachers had a positive attitude toward the prototype, believing it was effective in developing students and could be applied in actual coding instruction. Students also had a positive attitude towards coding instructional management, expressing that they liked and enjoyed the activities.