Coding-Based Learning as a Pedagogical Space for Fostering Critical Thinking and Socio-Religious Values in an Islamic Elementary School

Abstract

Digital transformation in elementary education requires the integration of cognitive competence development and socio-religious character formation. Within the framework of multicultural and multireligious education, technology should not merely function as an instructional tool, but as a contextual and reflective space for value internalization. This study aims to analyze the contribution of coding-based learning using the Code.org platform to the development of students’ critical thinking skills and the emergence of socio-religious values in an Islamic elementary school. This research employed a mixed-method approach with a convergent parallel design. Quantitative data were collected through learning analytics obtained from the teacher dashboard, while qualitative data were gathered through structured classroom observations. The participants consisted of nine third- and fourth-grade students who completed twenty-eight challenges in the 2021 Express Course. The findings indicate that 55.6 percent of students achieved a very high level of critical thinking, while 44.4 percent achieved a high level. The mean dashboard score was 319.4 out of a maximum of 400. Coding activities also facilitated the authentic emergence of cooperation, responsibility, patience, discipline, and respect during collaborative problem-solving processes. The study highlights that coding-based learning can function as an integrative pedagogical space bridging digital literacy and character education within a multicultural and multireligious educational framework.