Development of scratch-based learning media on data analysis material in Phase C of elementary school

Introduction. The integration of digital technology in education is essential in the current digital era. Scratch is one of the digital technologies based on a visual programming language that can be used by children as a learning tool to study computational thinking skills, coding, and other mathematics domains. However, the use of scratch in mathematics instruction, particularly data analysis, remains limited, especially in elementary schools. Therefore, the present study aims to develop scratch-based learning media on data analysis material in phase C (grade 5 and 6) of elementary school. Research method. The study employed a research and development (R&D) approach using the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) development model. The process consists of curriculum analysis, student characteristics, and iterative design adjustments based on validation feedback from media, material, and language experts. Then, the scratch-based learning media was tested one-on-one (5 students) and in small groups (15 students) to assess the practicality of the media. Results. The findings of this study indicate that the scratch-based learning media has fulfilled valid criteria from the expert judgments with an Aiken V score of 0.90 (very high). The media also received a high score of practicality from students with a score of 92%. These results confirmed that the scratch-based learning media is appropriate for the implementation of learning data analysis in phase C of elementary schools. Conclusion. The scratch-based learning media for data analysis has proven to be both practical and feasible for classroom use, effectively enhancing student engagement and understanding in line with independent curriculum standards. This media supports computational thinking and offers a model for incorporating coding into elementary education.