Integration of Coding Education into Elementary School Curriculum: An Analysis Through a Systematic Literature Review (SLR)

Rita Puspita Sri Dewi; Trimurtini

doi:10.61255/itej.v4i2.1722

Authors

Rita Puspita Sri Dewi Universitas Negeri Semarang
Trimurtini Universitas Negeri Semarang

DOI:

https://doi.org/10.61255/itej.v4i2.1722

Keywords:

Coding Education, Computational Thinking, Curriculum Integration, Elementary Education, Systematic Literature Review

Abstract

The rapid advancement of digital technology has increased the need to equip elementary school students with computational thinking, creativity, problem-solving, and digital literacy skills. This study systematically analyzes the integration of coding education into the Indonesian elementary school curriculum, focusing on implementation models, instructional approaches, educational outcomes, and implementation challenges. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 guidelines. Relevant peer-reviewed studies published between 2021 and 2025 were identified through database searches, screened using predetermined eligibility criteria, critically appraised using appropriate CASP checklists, and synthesized thematically. Twelve studies met the inclusion criteria. The findings show that coding education has been implemented through subject-based, thematic, project-based, and extracurricular models using both plugged and unplugged approaches. Frequently used platforms and strategies included Scratch, Scratch Jr, Code.org, game-based learning, logic games, simulations, algorithmic activities, and contextual projects. Across the reviewed studies, coding education was associated with improvements in computational and algorithmic thinking, creativity, problem-solving, digital competence, collaboration, motivation, confidence, and student engagement. However, implementation remains constrained by teacher readiness, limited infrastructure, insufficient instructional resources, and variations in school conditions. The evidence also indicates that unplugged activities offer a practical alternative for schools with limited access to technology. Overall, coding integration has strong potential to support future-ready competencies in elementary education, provided that implementation is accompanied by teacher professional development, contextual learning materials, flexible pedagogical approaches, and equitable access to supporting infrastructure.

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