Study Analysis Of Parents' And Teachers' Perceptions Regarding The Cognitive Development Of Early Children In The Areas Of Reading, Writing And Numeration
DOI:
https://doi.org/10.32332/ijigaed.v4i2.9383Kata Kunci:
Persepsi Guru dan Orang Tua, Perkembangan Kognitif, Membaca, Menulis, NumerasiAbstrak
Penelitian ini dilatarbelakangi oleh kebutuhan untuk menganalisis sejauh mana orang tua dan guru memandang perkembangan kognitif anak usia dini dalam ranah membaca, menulis dan numerasi. Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana persepsi, praktik, kendala, dan hal-hal yang dibutuhkan oleh orang tua dan guru dalam mengembangkan pembelajaran kognitif. Persepsi awal yang tertanam pada orang tua dan guru mengenai perkembangan kognitif anak akan dianalisis sesuai kebutuhan dan menjadi data penelitian awal untuk pengembangan model pembelajaran kognitif di tahun berikutnya. Penelitian dilakukan di TK Bandar Lampung Kabupaten Enggal dengan 17 guru dan 31 orang tua sebagai subjek. Teknik pengambilan sampel dilakukan secara acak. Data dikumpulkan melalui wawancara dan kuesioner. Data penelitian dianalisis melalui analisis kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa tingkat persepsi orang tua dan guru tentang perkembangan kognitif anak tergolong tinggi, yaitu 28 orang dengan interval 123-159. Untuk 11 orang lainnya, sangat tinggi dengan interval 16-196, cukup tinggi sebanyak 9 orang dengan interval 86-122 dan tidak ada orang tua dan guru dengan tingkat persepsi rendah. Berdasarkan hasil penelitian dapat disimpulkan bahwa persepsi orang tua dan guru tentang perkembangan kognitif anak umumnya mencapai tingkat yang tinggi, oleh karena itu pemahaman ini dapat dijadikan modal awal dalam proses pengembangan potensi anak agar dapat dimaksimalkan.
Referensi
Anderson-McNamee, J. K. (2010). The Importance of Play in Early Childhood Development. Family and Human Development, 1–3.
Asrori. (2020). Psikologi Pendidikan Pendekatan Multidisipliner (Cetakan Pe). CV. Pena Persada.
Aytur, S., & Hughes, L. (2008). Prevention of the epidemic increase in child risk of overweight in low-income schools. American Journal of Health Promotion, 22(4), 303. https://doi.org/10.1001/archpedi.159.3.217
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., Perez-Escamilla, R., Rao, N., Ip, P., Fernald, L. C. H., MacMillan, H., Hanson, M., Wachs, T. D., Yao, H., Yoshikawa, H., Cerezo, A., Leckman, J. F., & Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3
Brooks-Gunn, J., Duncan, G. J., & Maritato, N. (1997). Poor families, poor outcomes: The well-being of children and youth. Consequences of Growing up Poor, 1–17.
Brooks-Gunn, Jeanne, & Duncan, G. J. (1997). The effects of poverty on children. Future of Children, 7(2), 55–71. https://doi.org/10.2307/1602387
Crumb, L. N. (1983). The classification of biographical dictionaries in reference collections using the library of congress classification system. Cataloging and Classification Quarterly, 3(1), 41–44. https://doi.org/10.1300/J104v03n01_03
Dagsland, S., Kvistad, A. H., & Otnes, H. (2023). The Complexity of Assignment Design : Functional Dimensions and Semiotic Domains in Assignments Designed by Teachers in the. 14(3), 343–373. https://doi.org/10.17239/jowr-2023.14.03.02
De Andrade, V., Freire, S., Baptista, M., & Shwartz, Y. (2022). Drawing as a Space for Social-Cognitive Interaction. Education Sciences, 12(1). https://doi.org/10.3390/educsci12010045
Deary, I. J., & Der, G. (2005). Reaction time, age, and cognitive ability: Longitudinal findings from age 16 to 63 years in representative population samples. Aging, Neuropsychology, and Cognition, 12(2), 187–215. https://doi.org/10.1080/13825580590969235
el Moussaoui, N., & Braster, S. (2011). Perceptions and Practices of Stimulating Children’s Cognitive Development Among Moroccan Immigrant Mothers. Journal of Child and Family Studies, 20(3), 370–383. https://doi.org/10.1007/s10826-010-9401-8
Kisno, Wibawa, B., & Khaerudin. (2022). Digital Storytelling for Early Childhood Creativity: Diffusion of Innovation “3-D Coloring Quiver Application Based on Augmented Reality Technology in Children’s Creativity Development". International Journal of Online and Biomedical Engineering, 18(10), 26–42. https://doi.org/10.3991/ijoe.v18i10.32845
Masganti. et.al. (2016). Pengembangan Kreativitas Anak Usia Dini Pengembangan Teori dan Praktik. In Perdana Publishing.
Mendell, M. J., & Heath, G. A. (2005). Erratum: Do indoor pollutants and thermal conditions in schools influence student performance? A critical review of the literature (Indoor Air 15:1 (27-52)). Indoor Air, 15(1), 67. https://doi.org/10.1111/j.1600-0668.2005.00329.x
Nurjan, S. (2016). Psikologi Belajar: Hakekat Perilaku Belajar, Karakteristik, Ragam, Tinjauan Teori Belajar, Implikasi Teori Belajar dalam Pembelajaran, Prosedur dan Teknik Kesulitan Belajar (W. Setiawan (ed.); Edisi Revi). Wade Group.
Patton, N., Aslam, T., MacGillivray, T., Pattie, A., Deary, I. J., & Dhillon, B. (2005). Retinal vascular image analysis as a potential screening tool for cerebrovascular disease: A rationale based on homology between cerebral and retinal microvasculatures. Journal of Anatomy, 206(4), 319–348. https://doi.org/10.1111/j.1469-7580.2005.00395.x
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Pramudyani, A. V. R., & Sugito, S. (2014). Implementasi Pembelajaran Terpadu Terhadap Perkembangan Anak Usia Dini Di Kb-Tk Islam Al Azhar 31 Yogyakarta. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 1(2), 160. https://doi.org/10.21831/jppm.v1i2.2686
Pratiwi, E. (2015). Pembelajaran Calistung Bagi Anak Usia Dini Antara Manfaat Akademik dan Resiko Menghambat Kecerdasan Mental Anak. Inovasi Pembelajaran Untuk Pendidikan Berkemajuan, 7, 278–283.
Richards, M., & Deary, I. J. (2005). A life course approach to cognitive reserve: A model for cognitive aging and development? Annals of Neurology, 58(4), 617–622. https://doi.org/10.1002/ana.20637
Skoranski, A. M., Skowron, E. A., Nekkanti, A. K., Scholtes, C. M., Lyons, E. R., & DeGarmo, D. S. (2022). PCIT engagement and persistence among child welfare-involved families: Associations with harsh parenting, physiological reactivity, and social cognitive processes at intake. Development and Psychopathology, 34(4), 1618–1635. https://doi.org/10.1017/S0954579421000031
Susanto, A. (2014). Perkembangan Anak Usia Dini: Pengantar Dalam Berbagai Aspeknya. In Kencana. Kencana Jakarta.
Törmälä, V., & Kulju, P. (2022). Work descriptions written by third- graders : An aspect of disciplinary literacy in primary craft education. x, 0–2. https://doi.org/10.17239/jowr-2023xxx
VYGOTSKY, L. S. (2019). Interaction between Learning and Development. In Mind in Society (pp. 79–91). Scientific American Books. https://doi.org/10.2307/j.ctvjf9vz4.11
Walqui, A., & Heritage, M. (2018). Meaningful classroom talk (Oral). 18–39. https://files.eric.ed.gov/fulltext/EJ1192519.pdf
Wulansuci, G., & Kurniati, E. 2019. (2019). Pembelajaran Calistung ( Membaca , Menulis , Berhitung) Dengan Resiko Terjadinya Stress Akademik Pada Anak Usia Dini. Jurnal Tunas Siliwangi, 5(1), 38–44.
Yahia, I., & Egbert, J. L. (2023). Supporting Non-Native-English Speaking Graduate Students with Academic Writing Skills : A Case Study of the Explicit Instructional Use of Paraphrasing Guidelines (Vol. 14, Issue 3). https://doi.org/10.17239/jowr-2023.14.03.01
Yin, Y., Parpala, A., & Toom, A. (2023). The relationship between international higher education students ’ writing conceptions and approaches to learning. Journal of Writing Research, 14(3), xx-yy. https://doi.org/10.17239/jowr-2023.14.03.04
Asrori. (2020). Psikologi Pendidikan Pendekatan Multidisipliner (Cetakan Pe). CV. Pena Persada.
Aytur, S., & Hughes, L. (2008). Prevention of the epidemic increase in child risk of overweight in low-income schools. American Journal of Health Promotion, 22(4), 303. https://doi.org/10.1001/archpedi.159.3.217
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., Perez-Escamilla, R., Rao, N., Ip, P., Fernald, L. C. H., MacMillan, H., Hanson, M., Wachs, T. D., Yao, H., Yoshikawa, H., Cerezo, A., Leckman, J. F., & Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3
Brooks-Gunn, J., Duncan, G. J., & Maritato, N. (1997). Poor families, poor outcomes: The well-being of children and youth. Consequences of Growing up Poor, 1–17.
Brooks-Gunn, Jeanne, & Duncan, G. J. (1997). The effects of poverty on children. Future of Children, 7(2), 55–71. https://doi.org/10.2307/1602387
Crumb, L. N. (1983). The classification of biographical dictionaries in reference collections using the library of congress classification system. Cataloging and Classification Quarterly, 3(1), 41–44. https://doi.org/10.1300/J104v03n01_03
Dagsland, S., Kvistad, A. H., & Otnes, H. (2023). The Complexity of Assignment Design : Functional Dimensions and Semiotic Domains in Assignments Designed by Teachers in the. 14(3), 343–373. https://doi.org/10.17239/jowr-2023.14.03.02
De Andrade, V., Freire, S., Baptista, M., & Shwartz, Y. (2022). Drawing as a Space for Social-Cognitive Interaction. Education Sciences, 12(1). https://doi.org/10.3390/educsci12010045
Deary, I. J., & Der, G. (2005). Reaction time, age, and cognitive ability: Longitudinal findings from age 16 to 63 years in representative population samples. Aging, Neuropsychology, and Cognition, 12(2), 187–215. https://doi.org/10.1080/13825580590969235
el Moussaoui, N., & Braster, S. (2011). Perceptions and Practices of Stimulating Children’s Cognitive Development Among Moroccan Immigrant Mothers. Journal of Child and Family Studies, 20(3), 370–383. https://doi.org/10.1007/s10826-010-9401-8
Kisno, Wibawa, B., & Khaerudin. (2022). Digital Storytelling for Early Childhood Creativity: Diffusion of Innovation “3-D Coloring Quiver Application Based on Augmented Reality Technology in Children’s Creativity Development". International Journal of Online and Biomedical Engineering, 18(10), 26–42. https://doi.org/10.3991/ijoe.v18i10.32845
Masganti. et.al. (2016). Pengembangan Kreativitas Anak Usia Dini Pengembangan Teori dan Praktik. In Perdana Publishing.
Mendell, M. J., & Heath, G. A. (2005). Erratum: Do indoor pollutants and thermal conditions in schools influence student performance? A critical review of the literature (Indoor Air 15:1 (27-52)). Indoor Air, 15(1), 67. https://doi.org/10.1111/j.1600-0668.2005.00329.x
Nurjan, S. (2016). Psikologi Belajar: Hakekat Perilaku Belajar, Karakteristik, Ragam, Tinjauan Teori Belajar, Implikasi Teori Belajar dalam Pembelajaran, Prosedur dan Teknik Kesulitan Belajar (W. Setiawan (ed.); Edisi Revi). Wade Group.
Patton, N., Aslam, T., MacGillivray, T., Pattie, A., Deary, I. J., & Dhillon, B. (2005). Retinal vascular image analysis as a potential screening tool for cerebrovascular disease: A rationale based on homology between cerebral and retinal microvasculatures. Journal of Anatomy, 206(4), 319–348. https://doi.org/10.1111/j.1469-7580.2005.00395.x
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
Pramudyani, A. V. R., & Sugito, S. (2014). Implementasi Pembelajaran Terpadu Terhadap Perkembangan Anak Usia Dini Di Kb-Tk Islam Al Azhar 31 Yogyakarta. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 1(2), 160. https://doi.org/10.21831/jppm.v1i2.2686
Pratiwi, E. (2015). Pembelajaran Calistung Bagi Anak Usia Dini Antara Manfaat Akademik dan Resiko Menghambat Kecerdasan Mental Anak. Inovasi Pembelajaran Untuk Pendidikan Berkemajuan, 7, 278–283.
Richards, M., & Deary, I. J. (2005). A life course approach to cognitive reserve: A model for cognitive aging and development? Annals of Neurology, 58(4), 617–622. https://doi.org/10.1002/ana.20637
Skoranski, A. M., Skowron, E. A., Nekkanti, A. K., Scholtes, C. M., Lyons, E. R., & DeGarmo, D. S. (2022). PCIT engagement and persistence among child welfare-involved families: Associations with harsh parenting, physiological reactivity, and social cognitive processes at intake. Development and Psychopathology, 34(4), 1618–1635. https://doi.org/10.1017/S0954579421000031
Susanto, A. (2014). Perkembangan Anak Usia Dini: Pengantar Dalam Berbagai Aspeknya. In Kencana. Kencana Jakarta.
Törmälä, V., & Kulju, P. (2022). Work descriptions written by third- graders : An aspect of disciplinary literacy in primary craft education. x, 0–2. https://doi.org/10.17239/jowr-2023xxx
VYGOTSKY, L. S. (2019). Interaction between Learning and Development. In Mind in Society (pp. 79–91). Scientific American Books. https://doi.org/10.2307/j.ctvjf9vz4.11
Walqui, A., & Heritage, M. (2018). Meaningful classroom talk (Oral). 18–39. https://files.eric.ed.gov/fulltext/EJ1192519.pdf
Wulansuci, G., & Kurniati, E. 2019. (2019). Pembelajaran Calistung ( Membaca , Menulis , Berhitung) Dengan Resiko Terjadinya Stress Akademik Pada Anak Usia Dini. Jurnal Tunas Siliwangi, 5(1), 38–44.
Yahia, I., & Egbert, J. L. (2023). Supporting Non-Native-English Speaking Graduate Students with Academic Writing Skills : A Case Study of the Explicit Instructional Use of Paraphrasing Guidelines (Vol. 14, Issue 3). https://doi.org/10.17239/jowr-2023.14.03.01
Yin, Y., Parpala, A., & Toom, A. (2023). The relationship between international higher education students ’ writing conceptions and approaches to learning. Journal of Writing Research, 14(3), xx-yy. https://doi.org/10.17239/jowr-2023.14.03.04
Unduhan
Diterbitkan
2024-06-24
Terbitan
Bagian
Articles
Lisensi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
