SPRINTA-BSD: MODEL PEMBELAJARAN CODING BERBASIS COMPUTATIONAL THINKING, PROYEK, DAN REFLEKSI PADA PEMBELAJARAN DIGITAL

Abstract

Coding learning in schools should not be understood merely as syntax writing practice, but as a learning space to develop computational thinking, problem solving, collaboration, creativity, and reflection. This study aims to formulate and analyze the SPRINTA-BSD coding learning model based on the app.bsd.application platform. The study employed a qualitative approach through a structured conceptual review. The primary sources were the SPRINTA-BSD model development manuscript and an examination of platform features, while supporting sources included national and international literature on coding education, computational thinking, project-based learning, AI education, digital assessment, and flexible learning. The analysis was conducted through concept reduction, thematic coding, syntax mapping, and pedagogical synthesis. The findings indicate that SPRINTA-BSD consists of six main stages: Sign In and Stimulation, Project Orientation and Problem Mapping, Resource Reading and Guided Exploration, Interactive Coding and Idea Building, Networked Technology Action, and Assessment, Reflection, and Advancement. The novelty of the model lies in its integration of learning syntax, platform features, teacher activities, student activities, process assessment, digital portfolios, sandbox exploration, feedback, and reflection into a coherent learning flow. The model strengthens coding learning by positioning errors as learning resources rather than failures. SPRINTA-BSD is also aligned with the Naval Collaboration Flexible Learning (NCFL) concept in terms of collaboration, flexibility, authentic learning experiences, and planned instructional design. This study concludes that SPRINTA-BSD has the potential to become a contemporary coding learning model; however, its effectiveness needs to be further examined through expert validation and classroom implementation.