Darmanto Darmanto (1), Ridho Haikal Pratama (2), Siti Hazar (3), Rajunaidi Rajunaidi (4), Aqid Fahri Hafin (5), Muhammad Ridwan (6), Muhammad Kunta Bidinnika (7), Murinto Murinto (8), Herman Yuliansyah (9)
In the digital era, programming has become an essential skill for students. This community service activity aimed to introduce Python-based coding instruction to students at Muhammadiyah Al Mujahideen Islamic Junior High School, combining digital literacy with Islamic character development. The activity followed a three-stage model: planning, implementation, and evaluation. During the two-day training, students were taught basic Python concepts such as syntax, variables, and data types using the W3Schools platform. Tasks were designed to evaluate their understanding, including coding exercises to calculate the area of basic geometric shapes. Results showed high enthusiasm and full task completion by all 20 participants, indicating that junior high school students can grasp foundational programming concepts when supported by clear instruction and engaging materials. This program demonstrates the potential of integrating Python into early education to support national education goals and foster future-ready, ethically grounded digital citizens.
Barr, V., & Stephenson, C. (2011). BRINGING COMPUTATIONAL THINKING TO K-12: WHAT IS INVOLVED AND WHAT IS THE ROLE OF THE COMPUTER SCIENCE EDUCATION COMMUNITY? ACM Inroads, 2(1), 48–54. https://doi.org/10.1145/1929887.1929905
Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). COLLABORATIVE INQUIRY LEARNING: MODELS, TOOLS, AND CHALLENGES. International Journal of Science Education, 32(3), 349–377. https://doi.org/10.1080/09500690802582241
Bringle, R. G., & Hatcher, J. A. (1996). IMPLEMENTING SERVICE LEARNING IN HIGHER EDUCATION. The Journal of Higher Education, 67(2), 221–239. https://doi.org/10.2307/2943981
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DIGCOMP 2.1: THE DIGITAL COMPETENCE FRAMEWORK FOR CITIZENS WITH EIGHT PROFICIENCY LEVELS AND EXAMPLES OF USE. Publications Office of the European Union. https://doi.org/10.2760/38842
Code.org. (2020). THE STATE OF COMPUTER SCIENCE EDUCATION: ILLUMINATING DISPARITIES. https://code.org/reports
Dja’wa, A., Darmanto, D., Sule, S. A., Abdullah, L. O. D., Abdullah, R., & Nilma, W. L. (2024). PELATIHAN DAN PENDAMPINGAN PENGGUNAKAN MEDIA PEMBELAJARAN DARING GOOGLE CLASSROOM BAGI GURU DI MASA NEW NORMAL. Jurnal Pengabdian Masyarakat Berkarya, 3(01), 33-37. DOI: https://doi.org/10.62668/berkarya.v3i01.996
Dweck, C. S. (2006). MINDSET: THE NEW PSYCHOLOGY OF SUCCESS. Random House.
Ferrari, A. (2013). DIGCOMP: A FRAMEWORK FOR DEVELOPING AND UNDERSTANDING DIGITAL COMPETENCE IN EUROPE. JRC Scientific and Policy Reports. https://doi.org/10.2788/52966
Grover, S., & Pea, R. (2013). COMPUTATIONAL THINKING IN K–12: A REVIEW OF THE STATE OF THE FIELD. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051
Furco, A. (1996). SERVICE-LEARNING: A BALANCED APPROACH TO EXPERIENTIAL EDUCATION. In Expanding Boundaries: Serving and Learning (pp. 2–6). Washington, DC: Corporation for National Service.
Henderson, M., Romeo, G., & Macpherson, I. (2021). TEACHING CODING ACROSS THE CURRICULUM: CHALLENGES AND STRATEGIES. Australian Journal of Education, 65(2), 113–127. https://doi.org/10.1177/00049441211014811
Lye, S. Y., & Koh, J. H. L. (2014). REVIEW ON TEACHING AND LEARNING OF COMPUTATIONAL THINKING THROUGH PROGRAMMING: WHAT IS NEXT FOR K-12? Computers in Human Behavior, 41, 51–61. https://doi.org/10.1016/j.chb.2014.09.012
Ministry of Education and Culture. (2020). STRATEGI TRANSFORMASI DIGITAL PENDIDIKAN INDONESIA 2020–2024. Jakarta: Kemdikbud.
OECD. (2019). OECD skills outlook 2019: THRIVING IN A DIGITAL WORLD. OECD Publishing. https://doi.org/10.1787/df80bc12-en
Romantica, K. P., Septiarini, T. W., Johan, A. H., Martinasari, M. D. P., Andriani, R., Tarigan, A. I., & Kurniawan, H. (2025). FAMILY FINANCIAL LITERACY OUTREACH PROGRAM AT SDI KHAZANAH KEBAJIKAN. Jurnal Pengabdian Masyarakat Sabangka, 4(01), 1-14. DOI: 10.62668/sabangka.v4i01.1348
Sentance, S., & Csizmadia, A. (2017). COMPUTING IN THE CURRICULUM: CHALLENGES AND STRATEGIES FROM A TEACHER’S PERSPECTIVE. Education and Information Technologies, 22, 469–495. https://doi.org/10.1007/s10639-016-9482-0
Sentance, S., Dorling, M., & McNicol, A. (2019). PYTHON PROGRAMMING IN SCHOOLS: CHALLENGES FOR TEACHERS AND LEARNERS. Informatics in Education, 18(2), 327–348. https://doi.org/10.15388/infedu.2019.16
Shah, N., Malik, H., & Satti, D. (2021). PYTHON IN EDUCATION AND DATA SCIENCE. International Journal of Advanced Computer Science and Applications, 12(4), 184–191. https://doi.org/10.14569/IJACSA.2021.0120422
Thomas, J. W. (2000). A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING. The Autodesk Foundation. https://my.pblworks.org/resource/document/review-research-project-based-learning
Tioh, N., Smith, S., & Gray, P. (2018). COMPARING THE EFFECTIVENESS OF VISUAL AND TEXT-BASED PROGRAMMING FOR STUDENTS WITH DIFFERENT COGNITIVE STYLES. Journal of Computer Science Education, 28(3), 265–284. https://doi.org/10.1080/08993408.2018.1513071
Trilling, B., & Fadel, C. (2009). 21ST CENTURY SKILLS: LEARNING FOR LIFE IN OUR TIMES. Jossey-Bass.
UNESCO. (2002). HANDBOOK ON COMMUNITY SERVICE LEARNING FOR EDUCATORS. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education.
Wilson, C., Sudol, L. A., Stephenson, C., & Stehlik, M. (2010). RUNNING ON EMPTY: THE FAILURE TO TEACH K–12 COMPUTER SCIENCE IN THE DIGITAL AGe. ACM & CSTA Report. https://csteachers.org/page/runningonempty