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Identifikasi Kontributor Pengembangan Kognitif Anak Prasekolah: Guru, Teman, Lingkungan Fisik Sekolah?
DOI:
https://doi.org/10.31004/obsesi.v5i2.757Keywords:
kognitif, modifiabilitas kognisi, interaksi mediatif, lingkungan sekolah, PAUDAbstract
Studi ini ingin menemukan kontributor modifiabilitas kognisi anak sesuai pilar pendidikan, apakah interaksi dengan guru, teman sebaya atau lingkungan fisik TK. Subjek penelitian adalah 42 anak dan 22 guru TK di Jakarta yang dipilih secara purposif dan dirating dengan instrumen fungsi kognitif (ACFS), interaksi mediatif (MLERS dan MLE teman) serta lingkungan sekolah (ECERS-R), semuanya dalam setting alami. Data diolah dengan analisis regresi. Hasil menunjukkan anak memiliki potensi modifiabilitas kognisi khususnya terkait interaksi mediatif dengan guru dan faktor sosial ekonomi. Ditemukan juga bahwa guru masih perlu meningkatkan keterampilan memediasi perkembangan kognitif, utamanya di kelompok SES menengah bawah. Interaksi mediatif dengan teman sangat terbatas dan lingkungan sekolah belum sesuai dengan prinsip DAP. Pembahasan mengacu pada isu metodologis dan konteks Indonesia.Downloads Statistics
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07-11-2020
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How to Cite
Hendriati, A., & Santoso, S. (2020). Identifikasi Kontributor Pengembangan Kognitif Anak Prasekolah: Guru, Teman, Lingkungan Fisik Sekolah?. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1269–1281. https://doi.org/10.31004/obsesi.v5i2.757
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