SCRATCH-BASED INTERACTIVE E-MODULES FOR PROMOTING JUNIOR HIGH SCHOOL STUDENTS’ COMPUTATIONAL THINKING SKILLS:  A SYSTEMATIC LITERATURE REVIEW

Azzura Qatrunnada; Roemintoyo; Budi Tri Cahyono

doi:10.53806/ijcss.v7i2.1456

Authors

Azzura Qatrunnada Universitas Sebelas Maret, Kota Surakarta, Jawa Tengah, Indonesia
Roemintoyo Universitas Sebelas Maret, Kota Surakarta, Jawa Tengah, Indonesia
Budi Tri Cahyono Universitas Sebelas Maret, Kota Surakarta, Jawa Tengah, Indonesia

DOI:

https://doi.org/10.53806/ijcss.v7i2.1456

Keywords:

Computational Thinking, Interactive E-Module, Junior High School Students, Scratch, Systematic Literature Review, Visual Programming.

Abstract

This study synthesizes recent evidence on Scratch-based interactive e-modules for supporting junior high school students’ computational thinking skills. Using a systematic literature review approach, 20 studies published between 2021 and 2026 were selected through a PRISMA-style screening process and analyzed descriptively and thematically. The findings indicate that Scratch-based learning is most effective when supported by scaffolding, project- or problem-based learning, integration with mathematics or science contexts, and explicit computational thinking assessment. Several Indonesian studies also report that Scratch-assisted e-modules are generally valid, practical, and potentially effective for supporting computational thinking development, although most studies remain limited to small-scale developmental research. This review suggests that interactive e-modules should be designed as contextualized, project-oriented, and scaffolded learning environments that encourage problem solving, reflection, and debugging practices in junior high school learning contexts.

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