Main Article Content
Abstract
In the contemporary digital age, conventional pedagogical practices are transforming the microlearning approach, which disseminates content in discrete units to facilitate enhanced comprehension among learners. This article examines the potential of Scratch as an educational tool that can be employed to support the microlearning approach. Scratch is a block-based visual programming platform designed to facilitate beginners' learning of programming interactively. The utilization of Scratch across a range of educational levels has been demonstrated to enhance students' motivation, active engagement and learning outcomes. The findings of this literature review indicate that Scratch has the additional benefit of improving students' logical and creative thinking skills. Nevertheless, there are obstacles to the implementation of Scratch, including restricted access to technology and the necessity for teacher training to comprehend programming concepts. It is therefore evident that support from educational institutions and the government is crucial to realize Scratch's potential fully. By integrating Scratch into the microlearning framework, students can learn enjoyably and efficiently, thereby creating a more dynamic and relevant learning experience that is better suited to the needs of the digital age. This article aims to provide insight into the effectiveness of Scratch as a learning medium in the context of microlearning and to encourage further research on the application of technology in education.
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Copyright (c) 2025 Evi Rosyani Dewi, Dewinta Sari, Nakeisha Diza Zulfikar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
References
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References
Anis, Y., dkk. (2023). Pelatihan Pemrograman Scratch bagi Guru-Guru SD Islam Al Madina Semarang. Jurnal Pengabdian Masyarakat Bumi Rafflesia, 6, 198-205.
Assulamy, H., Aunnurahman, A., & Halida, H. (2023). Penggunaan Media Pembelajaran Scratch pada SMP. Journal on Education, 6(1), 9521-9528.
Cárdenas-Cobo, J., Puris, A., Novoa-Hernández, P., Parra-Jiménez, Á., Moreno-León, J., & Benavides, D. (2021). Using Scratch to Improve Learning Programming in College Students: A Positive Experience from a Non-WEIRD Country. Electronics, 10(10), 1180. https://doi.org/10.3390/electronics10101180
Kafai, Yasmin, B., & Burke, Quinn. (2014). Connected Code: Children Need to Learn Programming. Cambridge: The MIT Press.
Karomah, S. B., dkk. (2024). Analisis Media Scratch Berbasis Metode Pembelajaran STEM Pada Anak Usia 7-8 Tahun Di Educourse.Id. RAJULA Journal of Early Childhood Education Studies, 1(3), 229-239. https://ejournal.sidyanusa.org/index.php/rajula/article/view/645
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52.
Perkasa, R. A. E., & Wantoro, J. (2024). Game Edukasi Interaktif Sejarah Kerajaan Hindu-Buddha menggunakan Platform Scratch. Edumatic: Jurnal Pendidikan Informatika, 8(1), 36-45.
Rahayu, Restu, dkk. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnnal Basicedu, 6(4), 6313-6319. https://doi.org/10.31004/basicedu.v6i4.3237
Sutikno, dkk. (2018). Pelatihan Pemanfaatan Scratch sebagai Media Pembelajaran. Rekayasa Jurnal Penerapan Teknologi dan Pembelajaran, 16(2). https://journal.unnes.ac.id/nju/rekayasa/article/view/17508/8795
Taylor, A., & Hung, W. (2022). The Effects of Microlearning: A Scoping Review. Education Tech Research Dev, 70, 363–395. https://doi.org/10.1007/s11423-022-10084-1
Yanti, M, Fitri. (2023). Pengaruh Penggunaan Media Pembelajaran Scratch terhadap Peningkatan Minat Belajar Siswa pada Mata Pelajaran Desain Grafis di SMK Darul Ihsan. Skripsi Universitas Islam Negeri Ar-Raniry. https://repository.ar-raniry.ac.id/id/eprint/30673/1/UPLOD.pdf