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Penelitian ini bertujuan untuk mengukur pengaruh perkembangan kognitif terhadap kesiapan sekolah pada anak usia 5-6 tahun. Sampel penelitian ini adalah anak-anak yang duduk di bangku taman kanak-kanak ketinggian B di kawasan Tanjung Priok, Jakarta Utara. Berdasarkan hasil penelitian yang dilakukan pada 18 lembaga PAUD dengan mengambil data dari 152 peserta didik. Penelitian ini dilakukan dengan menggunakan metode kuantitatif korelasional menggunakan koefisien korelasi rank Spearman untuk mengetahui pengaruh dari antara variabel perkembangan kognitif (Y) dan kesiapan sekolah (x) perkembangan kognitif berpengaruh positif terhadap perkembangan kesiapan sekolah. Kontribusi dari hasil penelitian ini dapat dijadikan sumber bacaan dan referensi bagi guru, orang tua dan masyarakat dalam memberikan stimulasi kesiapan sekolah dasar sehingga berdampak positif terhadap prestasi akademik.
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Hak Cipta (c) 2025 Oktarina Dwi Handayani, Annisa Namira Rinaldi
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Cara Mengutip
Pengaruh Perkembangan Kognitif Anak Usia 5-6 Tahun Terhadap Kesiapan Sekolah Dasar. (2025). Jurnal Ilmiah POTENSIA, 9(2), 275–284. https://doi.org/10.33369/jip.9.2.275-284
Referensi
-
Agung, R., Prodi, J., Guru, P., & Ibtidaiyah, M. (2019). Analisis Teori Perkembangan Kognitif Piaget Pada Tahap Anak Usia Operasional Konkret 7-12 Tahun Dalam Pembelajaran Matematika. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 9(1), 27–34.
Ariyanti, T. (2016). Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak. Dinamika Pendidikan Dasar, 8(1), 50–58.
Britto, P. R. (2012). School Readiness: a conceptual framework. Unicef, 5(2), 1–40. https://doi.org/10.2307/1602361
Copeland, K. A., Kendeigh, C. A., Saelens, B. E., Kalkwarf, H. J., & Sherman, S. N. (2012). Physical activity in child-care centers: Do teachers hold the key to the playground? Health Education Research, 27(1), 81–100. https://doi.org/10.1093/her/cyr038
Creswell, J. W. (2009). Qualitative, Quantitative, and Mixed-Methods Research. Microbe Magazine, 4(11), 485–485. https://doi.org/10.1128/microbe.4.485.1
Curtis, A. (2020). Play and the learning environment. A Curriculum for the Pre-School Child, 114–130. https://doi.org/10.4324/9780203131763-14
Cynthia, R. E., & Sihotang, H. (2023). Melangkah bersama di era digital : pentingnya literasi digital untuk meningkatkan kemampuan berpikir kritis dan kemampuan pemecahan masalah peserta didik. Jurnal Pendidikan Tambusai, 7, 31712–31723.
Fayez, M., Ahmad, J. F., & Oliemat, E. (2016). Jordanian Kindergarten and 1st-Grade Teachers’ Beliefs About Child-Based Dimensions of School Readiness. Journal of Research in Childhood Education, 30(3), 293–305. https://doi.org/10.1080/02568543.2016.1178195
Firmansyah, D., & Dede. (2022). Teknik Pengambilan Sampel Umum dalam Metodologi Penelitian: Literature Review. Jurnal Ilmiah Pendidikan Holistik (JIPH), 1(2), 85–114. https://doi.org/10.55927/jiph.v1i2.937
Hinde, E. R., & Perry, N. (2007). Elementary teachers’ application of Jean Piaget’s theories of cognitive development during social studies curriculum debates in Arizona. Elementary School Journal, 108(1), 63–79. https://doi.org/10.1086/522386
Lefa, B. (2014). The Piaget Theory of coginitve development: and educational implications. Educational Psychology, 1(1), 1–8. https://www.researchgate.net/publication/265916960
Liquin, E. G., & Gopnik, A. (2022). Children are more exploratory and learn more than adults in an approach-avoid task. Cognition, 218, 104940. https://doi.org/10.1016/j.cognition.2021.104940
Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10(OCT), 1–11. https://doi.org/10.3389/fpsyg.2019.02482
Mumu, J., Tanujaya, B., Charitas, R., & Prahmana, I. (2022). Likert Scale in Social Sciences Research: Problems and Difficulties. FWU Journal of Social Sciences, 16(4), 89–101. https://doi.org/10.51709/19951272/Winter2022/7
Nur Auliah Kurniawati, F., & Rudi Nurjaman, A. (2023). Analisis Permasalahan Siswa Kelas 1 Sekolah Dasar Negeri Panggilingan 02 dalam Melaksanakan Pembelajaran. Dirasah, 6(2), 376–385. https://ejournal.iaifa.ac.id/index.php/dirasah
Nurhafizah. (2018). Jurnal Pendidikan : Early Childhood Nurhafizah Pendidikan merupakan proses. Jurnal Pendidkan, 2(2), 1–10.
Ojose, B. (2008). Piaget and Maths. The Mathematics Educator, 18(1), 26–30. https://files.eric.ed.gov/fulltext/EJ841568.pdf
Rahmawati, A., Tairas, M. M. W., & Nawangsari, N. A. F. (2018). Profil Kesiapan Sekolah Anak Memasuki Sekolah Dasar. JPUD - Jurnal Pendidikan Usia Dini, 12(2), 201–210. https://doi.org/10.21009/jpud.122.01
Siti Fatimah Soenaryo, Susanti, R. D., & Beti Istanti Suwandayani. (2024). Tinjauan Kesiapan Belajar dalam Proses Transisi Pendidikan Anak Usia Dini ke Sekolah Dasar. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 5(1), 98–112. https://doi.org/10.19105/kiddo.v5i1.11452
Sumarni, S. S., Vianty, M., & Andika, W. D. (2021). Readiness to Learn English for Early Childhood. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1480–1492. https://doi.org/10.31004/obsesi.v6i3.1805
Susilahati, S., Nurmalia, L., Widiawati, H., Laksana, A. M., & Maliadani, L. (2023). Upaya Penerapan Transisi PAUD Ke SD yang Menyenangkan: Ditinjau dari PPDB, MPLS dan Proses Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5), 5779–5794. https://doi.org/10.31004/obsesi.v7i5.5320
Referensi
Agung, R., Prodi, J., Guru, P., & Ibtidaiyah, M. (2019). Analisis Teori Perkembangan Kognitif Piaget Pada Tahap Anak Usia Operasional Konkret 7-12 Tahun Dalam Pembelajaran Matematika. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 9(1), 27–34.
Ariyanti, T. (2016). Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak. Dinamika Pendidikan Dasar, 8(1), 50–58.
Britto, P. R. (2012). School Readiness: a conceptual framework. Unicef, 5(2), 1–40. https://doi.org/10.2307/1602361
Copeland, K. A., Kendeigh, C. A., Saelens, B. E., Kalkwarf, H. J., & Sherman, S. N. (2012). Physical activity in child-care centers: Do teachers hold the key to the playground? Health Education Research, 27(1), 81–100. https://doi.org/10.1093/her/cyr038
Creswell, J. W. (2009). Qualitative, Quantitative, and Mixed-Methods Research. Microbe Magazine, 4(11), 485–485. https://doi.org/10.1128/microbe.4.485.1
Curtis, A. (2020). Play and the learning environment. A Curriculum for the Pre-School Child, 114–130. https://doi.org/10.4324/9780203131763-14
Cynthia, R. E., & Sihotang, H. (2023). Melangkah bersama di era digital : pentingnya literasi digital untuk meningkatkan kemampuan berpikir kritis dan kemampuan pemecahan masalah peserta didik. Jurnal Pendidikan Tambusai, 7, 31712–31723.
Fayez, M., Ahmad, J. F., & Oliemat, E. (2016). Jordanian Kindergarten and 1st-Grade Teachers’ Beliefs About Child-Based Dimensions of School Readiness. Journal of Research in Childhood Education, 30(3), 293–305. https://doi.org/10.1080/02568543.2016.1178195
Firmansyah, D., & Dede. (2022). Teknik Pengambilan Sampel Umum dalam Metodologi Penelitian: Literature Review. Jurnal Ilmiah Pendidikan Holistik (JIPH), 1(2), 85–114. https://doi.org/10.55927/jiph.v1i2.937
Hinde, E. R., & Perry, N. (2007). Elementary teachers’ application of Jean Piaget’s theories of cognitive development during social studies curriculum debates in Arizona. Elementary School Journal, 108(1), 63–79. https://doi.org/10.1086/522386
Lefa, B. (2014). The Piaget Theory of coginitve development: and educational implications. Educational Psychology, 1(1), 1–8. https://www.researchgate.net/publication/265916960
Liquin, E. G., & Gopnik, A. (2022). Children are more exploratory and learn more than adults in an approach-avoid task. Cognition, 218, 104940. https://doi.org/10.1016/j.cognition.2021.104940
Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10(OCT), 1–11. https://doi.org/10.3389/fpsyg.2019.02482
Mumu, J., Tanujaya, B., Charitas, R., & Prahmana, I. (2022). Likert Scale in Social Sciences Research: Problems and Difficulties. FWU Journal of Social Sciences, 16(4), 89–101. https://doi.org/10.51709/19951272/Winter2022/7
Nur Auliah Kurniawati, F., & Rudi Nurjaman, A. (2023). Analisis Permasalahan Siswa Kelas 1 Sekolah Dasar Negeri Panggilingan 02 dalam Melaksanakan Pembelajaran. Dirasah, 6(2), 376–385. https://ejournal.iaifa.ac.id/index.php/dirasah
Nurhafizah. (2018). Jurnal Pendidikan : Early Childhood Nurhafizah Pendidikan merupakan proses. Jurnal Pendidkan, 2(2), 1–10.
Ojose, B. (2008). Piaget and Maths. The Mathematics Educator, 18(1), 26–30. https://files.eric.ed.gov/fulltext/EJ841568.pdf
Rahmawati, A., Tairas, M. M. W., & Nawangsari, N. A. F. (2018). Profil Kesiapan Sekolah Anak Memasuki Sekolah Dasar. JPUD - Jurnal Pendidikan Usia Dini, 12(2), 201–210. https://doi.org/10.21009/jpud.122.01
Siti Fatimah Soenaryo, Susanti, R. D., & Beti Istanti Suwandayani. (2024). Tinjauan Kesiapan Belajar dalam Proses Transisi Pendidikan Anak Usia Dini ke Sekolah Dasar. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 5(1), 98–112. https://doi.org/10.19105/kiddo.v5i1.11452
Sumarni, S. S., Vianty, M., & Andika, W. D. (2021). Readiness to Learn English for Early Childhood. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1480–1492. https://doi.org/10.31004/obsesi.v6i3.1805
Susilahati, S., Nurmalia, L., Widiawati, H., Laksana, A. M., & Maliadani, L. (2023). Upaya Penerapan Transisi PAUD Ke SD yang Menyenangkan: Ditinjau dari PPDB, MPLS dan Proses Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5), 5779–5794. https://doi.org/10.31004/obsesi.v7i5.5320
Ariyanti, T. (2016). Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak. Dinamika Pendidikan Dasar, 8(1), 50–58.
Britto, P. R. (2012). School Readiness: a conceptual framework. Unicef, 5(2), 1–40. https://doi.org/10.2307/1602361
Copeland, K. A., Kendeigh, C. A., Saelens, B. E., Kalkwarf, H. J., & Sherman, S. N. (2012). Physical activity in child-care centers: Do teachers hold the key to the playground? Health Education Research, 27(1), 81–100. https://doi.org/10.1093/her/cyr038
Creswell, J. W. (2009). Qualitative, Quantitative, and Mixed-Methods Research. Microbe Magazine, 4(11), 485–485. https://doi.org/10.1128/microbe.4.485.1
Curtis, A. (2020). Play and the learning environment. A Curriculum for the Pre-School Child, 114–130. https://doi.org/10.4324/9780203131763-14
Cynthia, R. E., & Sihotang, H. (2023). Melangkah bersama di era digital : pentingnya literasi digital untuk meningkatkan kemampuan berpikir kritis dan kemampuan pemecahan masalah peserta didik. Jurnal Pendidikan Tambusai, 7, 31712–31723.
Fayez, M., Ahmad, J. F., & Oliemat, E. (2016). Jordanian Kindergarten and 1st-Grade Teachers’ Beliefs About Child-Based Dimensions of School Readiness. Journal of Research in Childhood Education, 30(3), 293–305. https://doi.org/10.1080/02568543.2016.1178195
Firmansyah, D., & Dede. (2022). Teknik Pengambilan Sampel Umum dalam Metodologi Penelitian: Literature Review. Jurnal Ilmiah Pendidikan Holistik (JIPH), 1(2), 85–114. https://doi.org/10.55927/jiph.v1i2.937
Hinde, E. R., & Perry, N. (2007). Elementary teachers’ application of Jean Piaget’s theories of cognitive development during social studies curriculum debates in Arizona. Elementary School Journal, 108(1), 63–79. https://doi.org/10.1086/522386
Lefa, B. (2014). The Piaget Theory of coginitve development: and educational implications. Educational Psychology, 1(1), 1–8. https://www.researchgate.net/publication/265916960
Liquin, E. G., & Gopnik, A. (2022). Children are more exploratory and learn more than adults in an approach-avoid task. Cognition, 218, 104940. https://doi.org/10.1016/j.cognition.2021.104940
Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10(OCT), 1–11. https://doi.org/10.3389/fpsyg.2019.02482
Mumu, J., Tanujaya, B., Charitas, R., & Prahmana, I. (2022). Likert Scale in Social Sciences Research: Problems and Difficulties. FWU Journal of Social Sciences, 16(4), 89–101. https://doi.org/10.51709/19951272/Winter2022/7
Nur Auliah Kurniawati, F., & Rudi Nurjaman, A. (2023). Analisis Permasalahan Siswa Kelas 1 Sekolah Dasar Negeri Panggilingan 02 dalam Melaksanakan Pembelajaran. Dirasah, 6(2), 376–385. https://ejournal.iaifa.ac.id/index.php/dirasah
Nurhafizah. (2018). Jurnal Pendidikan : Early Childhood Nurhafizah Pendidikan merupakan proses. Jurnal Pendidkan, 2(2), 1–10.
Ojose, B. (2008). Piaget and Maths. The Mathematics Educator, 18(1), 26–30. https://files.eric.ed.gov/fulltext/EJ841568.pdf
Rahmawati, A., Tairas, M. M. W., & Nawangsari, N. A. F. (2018). Profil Kesiapan Sekolah Anak Memasuki Sekolah Dasar. JPUD - Jurnal Pendidikan Usia Dini, 12(2), 201–210. https://doi.org/10.21009/jpud.122.01
Siti Fatimah Soenaryo, Susanti, R. D., & Beti Istanti Suwandayani. (2024). Tinjauan Kesiapan Belajar dalam Proses Transisi Pendidikan Anak Usia Dini ke Sekolah Dasar. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 5(1), 98–112. https://doi.org/10.19105/kiddo.v5i1.11452
Sumarni, S. S., Vianty, M., & Andika, W. D. (2021). Readiness to Learn English for Early Childhood. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1480–1492. https://doi.org/10.31004/obsesi.v6i3.1805
Susilahati, S., Nurmalia, L., Widiawati, H., Laksana, A. M., & Maliadani, L. (2023). Upaya Penerapan Transisi PAUD Ke SD yang Menyenangkan: Ditinjau dari PPDB, MPLS dan Proses Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5), 5779–5794. https://doi.org/10.31004/obsesi.v7i5.5320