Main Article Content
Abstract
This study aims to measure the influence of cognitive development on school readiness in children aged 5-6 years. The sample for this research was children who sat in kindergarten at height B in the Tanjung Priok area, North Jakarta. Based on the results of research conducted at 18 PAUD institutions by taking data from 152 students. This research was conducted using a quantitative correlational method using Spearman's rank correlation coefficient to determine the influence of the variables cognitive development (Y) and school readiness (x). Cognitive development has a positive effect on the development of school readiness. The contribution of the results of this research can be used as a reading source and reference for teachers, parents and the community in providing stimulation for elementary school readiness so that it has a positive impact on academic achievement.
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Copyright (c) 2025 Oktarina Dwi Handayani, Annisa Namira Rinaldi

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References
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References
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