Readiness Of Early Childhood Education Teachers In Bekasi In Implementing Coding Learning : A Multidimensional Study Of Cognitive, Psychomotor, and Affective Aspects.
Keywords:
Early childhood coding, computational thinking, ECE, teacher readiness,professional development, digital literacyAbstract
The development of technology and the demands of 21st cenruty skill require the integration of coding learning from an early age. This study aims to analyze the readiness of Early Childhood Education (ECE) teacher in Bekasi in implementing coding learning for early childhood through a multidemintional study covering cognitive, psychomotor, and affective aspect. This study uses a quantitative descriptive method with an evaluative survey approach. Date were obtained through a coding teaching material development workshop attended by 33 respondents (28 teachers and 5 ECE principals) in Bekasi. The assessment instrument uses a structured rubric to measure cognitive, psychomotor, and affective competencies. The findings show that the level of teacher readiness in the cognitive aspect is in the moderate category (average 2.53 on a scale of 3.0) with the highest score in the remembering dimension (2.70) and the lowest in the creating dimension (2.42). The psychomotor aspect averages 2.58 out of 3.0 with an advantage in the skill of demonstrating unplugged activities (2.61). In the affective aspect, teachers showed good readiness (average 2.6) with the highest score in the accepting dimension (2.8). ECE teachers in Bekasi showed quite good readiness in implementing coding learning, but still need strengthening, especially in the ability to create integrated learning plans and skills in organizing coding pedagogical values of coding in learning.
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