Integrating Scratch-Based Visual Programming to Enhance Analytical Thinking in ICT Education: A Systematic Review

Risnawati; Aris Budianto; Dedi Kuswadi

doi:10.56741/IISTR.jpes.002191

Authors

Risnawati Universitas Sebelas Maret
Aris Budianto
arisbudianto@staff.uns.ac.id
Universitas Sebelas Maret https://orcid.org/0000-0001-8392-5372
Dedi Kuswadi Universitas Negeri Malang https://orcid.org/0000-0002-7810-6169

Keywords:

Analytical Thinking Skills, Computational Thinking, Scratch Programming, Programming Learning, Visual Programming

Abstract

This systematic literature review examined the potential of Scratch as a visual programming environment for strengthening students’ analytical thinking in information and communication technology (ICT) education, particularly logical reasoning, problem decomposition, and evaluative judgment. Although previous research has widely investigated technical competence, engagement, creativity, and computational thinking, analytical thinking has rarely been treated as the primary learning outcome. Following the PRISMA protocol, searches of Scopus and ScienceDirect identified 1,381 records. After applying predefined inclusion and exclusion criteria, 16 peer-reviewed studies published in English between 2020 and 2025 were included in the qualitative synthesis. The findings indicate that Scratch’s visual, block-based interface helps learners understand programming concepts, construct logical sequences, decompose complex problems, test alternatives, and evaluate solutions through iterative design. Scratch-based activities also encourage active participation, experimentation, creativity, feedback, and revision, thereby supporting higher-order cognitive development. The review contributes a structured account of how Scratch can be positioned not merely as an introductory coding tool but as a medium for cultivating analytical thinking. However, restricting the search to two databases, English-language publications, and the 2020–2025 period may have excluded relevant international evidence. The findings support systematically integrating Scratch into primary and secondary ICT curricula, especially beginner-level programming, through tasks that explicitly combine problem decomposition, logical reasoning, solution comparison, debugging, reflection, and iterative improvement. Such integration should be accompanied by teacher guidance and assessment strategies that capture reasoning processes rather than focusing exclusively on functional program completion or technical accuracy.

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Author Biographies

Risnawati, Universitas Sebelas Maret

is an undergraduate student in the Department of Informatics and Computer Engineering Education (PTIK) at Universitas Sebelas Maret (UNS), Indonesia. She is passionate about educational technology, digital learning, and computer-based instructional design. (email: risnawati_sso@student.uns.ac.id).

Aris Budianto, Universitas Sebelas Maret

is a lecturer at the Informatics and Computer Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia. He is the Editor-in-Chief of The Journal of Informatics and Vocational Education (JOIVE). His research area is in Learning Technologies, Computer Vision, Artificial Intelligence in Education, Computer-Assisted Learning, and Educational Technology. (email: arisbudianto@staff.uns.ac.id).

Dedi Kuswadi, Universitas Negeri Malang

is a lecturer at the State University of Malang, Indonesia, specializing in Educational Technology. He earned his undergraduate and master’s degrees from IKIP Bandung and completed his doctoral degree in Curriculum and Educational Technology at the State University of Malang. Since 1990, he has been actively involved in teaching and research, focusing on innovative learning models and technology-enhanced education. (email: dedi.kuswandi.fip@um.ac.id).

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