Computational thinking (CT) has become an essential competence in contemporary education, enabling students to analyze, design, and solve problems systematically. However, CT integration at the elementary level remains limited and fragmented due to insufficient teacher competence in informatics and mathematics, as well as the lack of high-quality, engaging, and culturally relevant instructional materials. To address this gap, this study systematically designed and validated Scratch-based batik geometry learning materials aimed at strengthening elementary students’ CT skills. This research adopted the educational design research (EDR) framework, consisting of three rigorous and iterative phases: analysis and exploration, design and construction, and evaluation and reflection. Data were collected through interviews, observations, document analysis, expert judgment, and student and teacher questionnaires. The learning materials incorporated CT practices such as tinkering, making, remixing, creating, debugging, persevering, and collaborating. Expert validation indicated a high level of feasibility, with an average score of 89.41%. Student and teacher responses also showed strong approval, scoring 94.32% and 100%, respectively. Furthermore, Dr. Scratch analysis categorized students’ Scratch projects at the developing level (13 out of 21), indicating substantive application of core CT concepts, particularly in procedural dimensions such as flow control and parallelism. These findings suggest that the Scratch-based batik geometry materials effectively foster foundational CT skills while also revealing the need for further instructional refinement to support more advanced dimensions such as logic, abstraction, and data representation, thereby offering an innovative, culturally grounded approach to addressing current challenges in elementary mathematics and informatics education.
Lidinillah et al. (2026) studied this question.