Integrating Coding in Ethno-STEM Learning: Initial Implementation to Enhance Scientific Literacy and Computational Thinking in Primary Education

DOI

10.2991/978-2-38476-605-5_8How to use a DOI?

Keywords

Ethno-STEM; Coding; Scientific Literacy; Computational Thinking; Primary Education

Abstract

This study examines the effect of integrating coding into Ethno-STEM learning on students’ scientific literacy and computational thinking in primary education. A quasi-experimental design with a pretest–posttest control group was employed, involving 55 students divided into an experimental group (n = 28) and a control group (n = 27). The results indicate that both groups experienced improvement; however, the experimental group showed higher gains. The mean score of scientific literacy increased from 61.43 to 82.67 in the experimental group, compared to 60.85 to 72.94 in the control group. Similarly, computational thinking improved from 59.67 to 83.21 in the experimental group, while the control group reached 71.86. Statistical analysis revealed significant differences between groups (p < 0.05), with moderate effect sizes (d = 0.68 for scientific literacy and d = 0.74 for computational thinking). The findings suggest that integrating coding as a structured thinking approach within Ethno-STEM learning can support students’ learning outcomes, although the magnitude of improvement remains moderate. This study highlights the potential of combining cognitive and contextual learning approaches in primary education.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Rifqa Gusmida Syahrun Barokah
AU  - Dwi Wahyudi
AU  - Dodi Dahnuss
AU  - Neni Hermita
AU  - Mitha Dwi Anggriani
PY  - 2026
DA  - 2026/08/07
TI  - Integrating Coding in Ethno-STEM Learning: Initial Implementation to Enhance Scientific Literacy and Computational Thinking in Primary Education
BT  - Proceedings of the 2026 International Conference on Primary Education (ICOPE 2026)
PB  - Atlantis Press
SP  - 81
EP  - 94
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-605-5_8
DO  - 10.2991/978-2-38476-605-5_8
ID  - Barokah2026
ER  -