Creative Learning Unplugged: A Constructionist Approach to Coding Education Using Scratch

Goh Kok Ming, Dayang Rafidah Syariff M. Fuad, Hyginus Lester Junior Lee, Yang Roziah Muhamed Yaacob and Tony Ng Wei Kang
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Goh Kok Ming: Management Department, Sultan Idris Education University
Dayang Rafidah Syariff M. Fuad: Management Department, Sultan Idris Education University
Hyginus Lester Junior Lee: Labuan Education Department
Yang Roziah Muhamed Yaacob: Larut Matang and Selama District Education Department
Tony Ng Wei Kang: Walnut Education

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 556-570

Abstract: In the contemporary digital age, the integration of coding education is critical for fostering computational thinking, creativity, and collaboration among young learners. Scratch, a visual programming platform, has been widely adopted in various countries, including Finland and Singapore, to enhance students’ digital literacy and problem-solving skills. However, in Malaysia, disparities in digital infrastructure, teacher readiness, and resource availability have limited its widespread implementation, particularly in rural areas. Addressing these challenges, this study aimed to explore an innovative Hybrid Project-Based and Performance-Based Competition (HPPBC) approach to teaching Scratch, blending collaborative, hands-on learning with competitive elements to enhance engagement and learning outcomes. Using a Design-Based Research (DBR) methodology, the study conducted three iterative cycles involving 35 students aged 10–12 years in Malaysia. Qualitative data were collected through interviews, field notes, and analysis of student-created artifacts. The findings revealed a progressive development in students’ confidence, collaboration, and coding skills. Participants showed increased creativity, adaptability, and ownership of their projects, particularly when engaging with surprise themes introduced in the competition. Peer interaction and facilitator support emerged as pivotal factors in fostering critical thinking and problem-solving skills. This study concludes that the HPPBC approach, grounded in constructionism, provides an effective framework for coding education, addressing barriers to inclusivity and engagement. The research highlights the need for differentiated instruction, tailored scaffolding, and the integration of real-world themes to ensure accessibility and relevance. Future research should focus on scaling this approach to diverse educational contexts, incorporating longitudinal studies to assess its long-term impact on computational literacy and its potential integration with emerging technologies.

Date: 2025
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