Analisis Konten Penelitian Kemampuan Numerasi Awal pada Anak Usia Dini: Tinjauan Metodologi Penelitian

Author


Adi Cahya Nugraha(1Mail), Muntazhimah Muntazhimah(2),
Pendidikan Matematika, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia(1)
Pendidikan Matematika, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia(2)

Mail Corresponding Author

 PDF Full Text   [File Size: 631KB]

Published : 2024-10-18

Article can trace at:


Article Metrics

Abstract Views: 60 times PDF Downloaded: 16 times

Abstract


Kemampuan numerasi awal merupakan faktor kunci dalam menentukan kesuksesan akademik anak di masa depan. Namun, perhatian terhadap pengembangan keterampilan numerasi awal masih belum memadai. Penelitian ini bertujuan untuk mengevaluasi penelitian-penelitian sebelumnya melalui metode analisis konten terhadap artikel-artikel ilmiah yang dipublikasikan di jurnal internasional mengenai numerasi awal. Data dikumpulkan dari SciSpace sebanyak 108 artikel, dengan fokus pada jenis penelitian, subjek, instrumen, dan keterbatasan penelitian. Temuan menunjukkan dominasi penelitian kuantitatif dan kekurangan penelitian kualitatif serta R&D. Selain itu, terdapat sedikit perhatian terhadap guru sebagai subjek penelitian dan keterbatasan ukuran sampel. Penelitian ini merekomendasikan pengembangan metode, model, serta pendekatan baru yang lebih beragam untuk meningkatkan kualitas dan pemahaman tentang kemampuan numerasi awal.


Keywords


Kemampuan Numerasi Awal; Analisis Konten; Anak Usia Dini

References


Adedigba, O. (2023). Enhancing numeracy instruction through games in pre-primary classrooms. Journal Of Teaching And Learning In Elementary Education, 6(1), 96. https://doi.org/10.33578/jtlee.v6i1.7984

Badan Pusat Statistik. (2021). Analisis Perkembangan Anak Usia Dini Indonesia 2018: Integrasi Susenas dan Riskesdas 2018 (Issue 112). https://www.bps.go.id/id/publication/2020/10/22/7318afd993e5483a36649b4d/analisis-perkembangan-anak-usia-dini-indonesia-2018--integrasi-susenas-dan-riskesdas-2018.html

Barger, M. M., Wu, J., Xiong, Y., Oh, D. D., Cimpian, A., & Pomerantz, E. M. (2022). Parents’ responses to children’s math performance in early elementary school: Links with parents’ math beliefs and children’s math adjustment. Child Development, 93(6), e639–e655. https://doi.org/10.1111/cdev.13834

Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Roberts, G., Fall, A. M., Nozari, M., & Lee, J. (2021). Improving the Mathematics Performance of Second-Grade Students with Mathematics Difficulties through an Early Numeracy Intervention. Behavior Modification, 45(1), 99–121. https://doi.org/10.1177/0145445519873651

Chang, I. (2023). Early numeracy and literacy skills and their influences on fourth-grade mathematics achievement: a moderated mediation model. Large-Scale Assessments in Education, 11(1), 18. https://doi.org/10.1186/s40536-023-00168-6

Claesens, A., & Engel, M. (2013). How Important is Where you Start? Early Mathematics Knowledge and Later School Success. Teachers College Record. https://doi.org/https://doi.org/10.1177/016146811311500603

Evans, T. M., Kochalka, J., Ngoon, T. J., Wu, S. S., Qin, S., Battista, C., & Menon, V. (2015). Brain structural integrity and intrinsic functional connectivity forecast 6 year longitudinal growth in children’s numerical abilities. Journal of Neuroscience, 35(33), 11743–11750. https://doi.org/10.1523/JNEUROSCI.0216-15.2015

Fauzi, A., & Pradipta, I. W. (2018). Research methods and data analysis techniques in education articles published by Indonesian biology educational journals. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(2), 123–134. https://doi.org/10.22219/jpbi.v4i2.5889

Girard, C., Bastelica, T., Léone, J., Epinat-Duclos, J., Longo, L., & Prado, J. (2021). The relation between home numeracy practices and a variety of math skills in elementary school children. PLoS ONE, 16(9 September), 1–25. https://doi.org/10.1371/journal.pone.0255400

Hannula-Sormunen, M. M., Nanu, C. E., Laakkonen, E., Munck, P., Kiuru, N., & Lehtonen, L. (2017). Early mathematical skill profiles of prematurely and full-term born children. Learning and Individual Differences, 55, 108–119. https://doi.org/10.1016/j.lindif.2017.03.004

Henik, A. (2021). Early difficulties in numerical cognition. Heterogeneous Contributions to Numerical Cognition, 383–398. https://doi.org/10.1016/B978-0-12-817414-2.00016-6

Hornburg, C. B., Schmitt, S. A., & Purpura, D. J. (2018). Relations between preschoolers’ mathematical language understanding and specific numeracy skills. Journal of Experimental Child Psychology, 176, 84–100. https://doi.org/10.1016/j.jecp.2018.07.005

Jain, S., Kumar, A., Roy, T., Shinde, K., Vignesh, G., & Tondulkar, R. (2024). SciSpace Literature Review: Harnessing AI for Effortless Scientific Discovery (pp. 256–260). https://doi.org/10.1007/978-3-031-56069-9_28

Jylänki, P., Sipinen, E., Mbay, T., Sääkslahti, A., & Aunio, P. (2023). Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers’ Early Numeracy: A Pilot Intervention Study. International Journal of Early Childhood, 55(1), 131–154. https://doi.org/10.1007/s13158-022-00329-8

Kemendikbud. (2021). Keputusan Kepala Badan Standar, Kurikulum, Dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi Tentang Capaian Pembelajaran Pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, Dan Jenjang Pendidikan Menengah Pada Kurikulu (pp. 161–166). https://kurikulum.kemdikbud.go.id/wp-content/unduhan/CP_2022.pdf

Levine, S. C., Gibson, D. J., & Berkowitz, T. (2019). Mathematical Development in the Early Home Environment. In Cognitive Foundations for Improving Mathematical Learning (1st ed., Vol. 5). Elsevier Inc. https://doi.org/10.1016/B978-0-12-815952-1.00005-0

Lopez-Pedersen, A., Mononen, R., Aunio, P., Scherer, R., & Melby-Lervåg, M. (2023). Improving Numeracy Skills in First Graders with Low Performance in Early Numeracy: A Randomized Controlled Trial. Remedial and Special Education, 44(2), 126–136. https://doi.org/10.1177/07419325221102537

Manu, A., Ewerling, F., Barros, A. J. D., & Victora, C. G. (2019). Association between availability of children’s book and the literacy-numeracy skills of children aged 36 to 59 months: Secondary analysis of the UNICEF Multiple-Indicator Cluster Surveys covering 35 countries. Journal of Global Health, 9(1). https://doi.org/10.7189/jogh.09.010403

Mayer, S. E., Kalil, A., Delgado, W., Liu, H., Rury, D., & Shah, R. (2023). Boosting Parent-Child Math Engagement and Preschool Children’s Math Skills: Evidence from an RCT with Low-Income Families. Economics of Education Review, 95, 102436. https://doi.org/10.1016/j.econedurev.2023.102436

Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95–114. https://doi.org/10.1111/j.1540-4560.2008.00550.x

Missall, K., Hojnoski, R. L., Caskie, G. I. L., & Repasky, P. (2015). Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills. Early Education and Development, 26(3), 356–376. https://doi.org/10.1080/10409289.2015.968243

Sabri, N. B., Nordin, N. B., & Mohamed, S. B. (2023). Exploration of Teaching Methods in the Implementation of Early Mathematics Teaching and Learning (PdP). International Journal of Academic Research in Business and Social Sciences, 13(1), 700–713. https://doi.org/10.6007/ijarbss/v13-i1/15490

Saracho, O. N., & Spodek, B. (2010). Parents and children engaging in storybook reading. Early Child Development and Care, 180(10), 1379–1389. https://doi.org/10.1080/03004430903135605

Seitz, M., & Weinert, S. (2022). Numeracy skills in young children as predictors of mathematical competence. British Journal of Developmental Psychology, 40(2), 224–241. https://doi.org/10.1111/bjdp.12408

Shanley, L., Clarke, B., Doabler, C. T., Kurtz-Nelson, E., & Fien, H. (2017). Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories. Journal of Special Education, 51(3), 177–188. https://doi.org/10.1177/0022466917720455

Short, D. S., & McLean, J. F. (2023). The relationship between numerical mapping abilities, maths achievement and socioeconomic status in 4- and 5-year-old children. British Journal of Educational Psychology, 93(3), 641–657. https://doi.org/10.1111/bjep.12582

Sjamsir, H., Rozie, F., Ayu Dewi, S., & Liana, H. (2024). Parental Role: Internalization of the Development of Independent, Disciplined, and Responsible Character Values for Children Aged 5-6 Years. JPUD - Jurnal Pendidikan Usia Dini, 18(1), 18–29. https://doi.org/10.21009/jpud.181.02

Sonnenschein, S., Galindo, C., Metzger, S. R., Thompson, J. A., Huang, H. C., & Lewis, H. (2012). Parents’ Beliefs about Children’s Math Development and Children’s Participation in Math Activities. Child Development Research, 2012, 851657. https://doi.org/10.1155/2012/851657

Susetyarini, E., & Fauzi, A. (2020). Trend of critical thinking skill researches in biology education journals across Indonesia: From research design to data analysis. International Journal of Instruction, 13(1), 535–550. https://doi.org/10.29333/iji.2020.13135a

Toll, S. W. M., & Van Luit, J. E. H. (2014). Explaining numeracy development in weak performing kindergartners. Journal of Experimental Child Psychology, 124(1), 97–111. https://doi.org/10.1016/j.jecp.2014.02.001

Van Luit, J. E. H., & Toll, S. W. M. (2015). Remedial early numeracy education: Can children identified as having a language deficiency benefit? International Journal of Language and Communication Disorders, 50(5), 593–603. https://doi.org/10.1111/1460-6984.12159

Vandermaas-Peeler, M., Ferretti, L., & Loving, S. (2012). Playing The Ladybug Game: Parent guidance of young children’s numeracy activities. Early Child Development and Care, 182(10), 1289–1307. https://doi.org/10.1080/03004430.2011.609617

Vessonen, T., Widlund, A., Hakkarainen, A., & Aunio, P. (2023). Validating the early numeracy teacher rating scale for preschoolers (TRS–EN). European Early Childhood Education Research Journal, 31(2), 205–224. https://doi.org/10.1080/1350293X.2022.2081350

Yu, Z., & Wang, J. (2023). Design Strategies of Outdoor Recreational Spaces for Preoperational Stage Children based on Embodied Cognitive Perspective. Highlights in Art and Design, 3(2), 68–72. https://doi.org/10.54097/hiaad.v3i2.10231

Zhu, Z., Zuckerman, A. P., Shero, J. A., Willcutt, E. G., Thompson, L. A., & Petrill, S. A. (2024). How relations between early reading skills and third-grade mathematics outcomes vary across distribution: A quantile regression approach. Developmental Psychology. https://doi.org/10.1037/dev0001772

Zippert, E. L., & Rittle-Johnson, B. (2020). The home math environment: More than numeracy. Early Childhood Research Quarterly, 50, 4–15. https://doi.org/10.1016/j.ecresq.2018.07.009


Refbacks

  • There are currently no refbacks.