Cognitive Development Of Students Research Articles

The Influence of the Beyond Centers and Circles Time (BCCT)Approach and the DRILL Method on Children's CognitiveDevelopment in PAUD Ambon City

This research aims to determine the effects of the drill method, the BCCT approach, and a combination of both (the drill method and BCCT approach) in improving children’s cognitive development in PAUD Ambon City. This research uses an ex po facto research design. The subject of this research is the grades of Xaferius Kindergarten students in Ambon City in 2022 using the drill method on 15 students in the age group of 5-6 years. The learning outcomes of 25 students involved in this research was studied. The subjects in this research were homogeneous according to the characteristics of the learning method. The data were collected through 1). The scores obtained by students in the school on the pretest. 2). Conduct the treatment during 6 meetings. 3). Conduct the post test. In this research, the data collected was analyzed using analytical techniques: 1). Descriptive analysis was used to describe inferential variables, and 2). In inferential statistics, the level of students’ cognitive development of students who were given BCCT treatment was higher compared to the group of students who were given drill method treatment. Through the test criteria, if tcount ≤ ttable then H0 is accepted, it turns out tcount ≤ ttable, is -23,216 > 0.000, so H0 is rejected and H1 is accepted. Where the calculated t value is greater than the r table, it indicates that there are differences between the two groups so that the BCCT learning approach is good to use in developing the cognitive development of children aged 5-6 years. Keywords: beyond centers and circles time (BCCT) approach, drill method, cognitive development

The Dark Side of Artificial Intelligence in Education: A Critical Analysis of its Impact on Learners Aged 12-14 Years

This research explores the connections between Teacher-Led Instruction (TLI), Peer Collaboration (PC), and Artificial Intelligence Assistance (AIA) in influencing Student Cognitive and Social-Emotional Development (SCED). Through exploratory and confirmatory factor analyses, the study found that TLI and PC are important positive predictors of SCED, highlighting the crucial role of collaborative and teacher-led approaches in promoting overall student development. Contrastingly, there is a negative association between AIA and SCED, underscoring the potential disadvantages of excessive dependence on technology at the cost of meaningful human connections. The results indicate that educational settings should give precedence to incorporating effective teaching approaches while utilizing technology as an auxiliary instrument rather than a replacement for conventional teaching methods. By embracing a multifaceted approach to instruction, this study contributes to the ongoing discourse on enhancing educational practices in an increasingly digital landscape, ultimately advocating for a future where students thrive both academically and emotionally while studying with Artificial Intelligence cautiously.

Social Interaction and Online Learning Efficiency for Middle School Students: The Mediating Role of Social Presence and Learning Engagement.

(1) learning efficiency is recognized as the ultimate goal of online education, as it is related to the quality of online education and the cognitive development of students and is influenced by social interactions. This study explores the mediating roles of social presence and learning engagement in the relationship between social interaction and online learning efficiency, addressing gaps in prior studies that have not yet identified the underlying mechanisms. (2) students from three middle schools (N = 344; Mage = 13.61; 56.68% women) completed self-report questionnaires regarding social interaction, social presence, learning engagement, and learning efficiency. (3) the study findings reveal significant serial mediation effects of social presence and learning engagement in the relationship between learner-instructor and learner-learner interactions and learning efficiency. Specifically, while the indirect effect of learner-instructor interaction through social presence alone (indirect effect = 0.08, 95% CI = [-0.00, 0.17]) was not significant, the pathways through learning engagement (indirect effect = 0.18, 95% CI = [0.11, 0.26]) and the combined mediation through both social presence and learning engagement (indirect effect = 0.06, 95% CI = [0.03, 0.09]) were statistically significant. Similarly, for learner-learner interaction, the indirect effects through social presence (indirect effect = 0.09, 0.17) and learning engagement (indirect effect = 0.17, 95% CI = [0.11, 0.24]) were significant, as was the serial mediation through both mediators (indirect effect = 0.07, 95% CI = [0.04, 0.11]). (4) social presence and learning engagement played crucial mediating roles in the links between social interactions and online learning efficiency, and the predictive efficacy of learner-learner and learner-instructor interactions on online learning efficiency was found to be unequal.

Analysis of Interdisciplinary Thematic Integrated Curriculum Focusing on Core Competencies

To address the complex societal demands of the globalized and information age, this paper adopts an interdisciplinary thematic teaching approach to study an integrated curriculum in higher vocational education centered around the theme of mobile phone battery charging time. The selected themes are related to students cognitive development, interest exploration, and real-life experiences, integrating knowledge from disciplines such as mathematics, physics, chemistry, and information technology, and designing student-centered teaching activities. The study shows that interdisciplinary thematic teaching not only enhances students mathematical application skills and problem-solving abilities but also effectively cultivates their multidisciplinary competencies, improving the efficacy and engagement of education.

SCHOOL EXTRA CURRICURAL ACTIVITY

Abstract : Extracurricular activities have long been recognized as integral components of a holistic education, contributing significantly to the social, emotional, and cognitive development of students. This research paper aims to explore the multifaceted impact of school extracurricular activities on student development across various domains. Through an extensive review of literature, empirical studies, and expert opinions, this paper examines the benefits of participation in extracurricular activities, the factors influencing student engagement, and the implications for educational policy and practice. The findings reveal that involvement in extracurricular activities fosters the acquisition of essential life skills such as teamwork, leadership, time management, and communication skills. Moreover, participation in these activities promotes social integration, enhances self-esteem, and reduces the risk of engaging in negative behaviors. Additionally, extracurricular involvement has been linked to improved academic performance, as students learn to balance their commitments and develop a sense of responsibility towards their academic pursuits. Index Term- Mongo DB, React JS, Node JS, Express JS, User-friendly interface Module- Activity creation, Activity list, Enrollment creation, Enrollment list

ASPECTS ÉMOTIFS QUI CONTRIBUENT À LA QUALITÉ ET AUX RÉSULTATS DE L'ÉDUCATION

This article proposes to portray the influence of emotional aspects in the school environment, elucidating that the emotional state interferes in its development, and can delay its progress, taking away the student's self-esteem and motivation. Therefore, the objective is to understand the influence of the emotional state and its interference in the student's cognitive development.

Exploring the impact of songs on student cognitive and emotional development

This scholarly article investigates the impact of diverse songs on second language (L2) learning, emphasizing cognitive, kinesthetic, and emotional engagement. This research recognizes songs as literary expressions, specifically through the lens of lyrics as literary texts, and explores their historical and ongoing significance in L2 education. Beyond linguistic proficiency, the article delves into the broader implications of integrating songs into language education. Educators observe that incorporating music fosters a positive learning environment, contributing to increased motivation and engagement among learners. The discussion in this article addresses the gaps in the integration of literary texts, including songs, into language education. It criticizes the tendency of tertiary foreign language programs to overemphasize 'literature' at the expense of linguistic aspects and the opposite approach at the lower secondary level, which focuses on linguistic aspects while neglecting literary involvement. The results of this literature review highlight the need to recognize the profound impact that literary texts, including songs, have on individual learners, urging the incorporation of artistic elements into language teaching practices in a more comprehensive and balanced manner. This article emphasizes that literature, through stories and narratives, contributes to the emotional development of learners, fostering empathy and understanding of 'otherness.' This research advocates the balanced and thoughtful integration of literature in FL classrooms, recognizing its capacity to go beyond language instruction and contribute to broader education and individual growth.

A Cross-Cultural Comparative Analysis of Educational Methodologies and Their Effects on Depression Levels and Sleep Quality in High School Students

This paper undertakes a comparative analysis of educational methodologies in Eastern Asian and Western cultures, focusing on Chinese public high schools and international schools. Chinese pedagogy traditionally underscores foundational education with rote learning and memorization but lacks flexibility. In contrast, the Western educational paradigm prioritizes imagination, observation, and analytical skills, albeit with perceived inadequacies in academic proficiency. The primary objective is to compare depression levels and sleep quality among high school students from diverse domestic and international educational frameworks while evaluating the philosophies of various high schools globally. The study employs a quantitative approach to detect relation between variables. The sample comprises 398 participants from 74 high schools in China, America, the United Kingdom, Singapore, the Philippines, and Canada, obtained through snowball sampling. The research aims to provide insights into the relationship between students mental status and school types, exploring gender differences through cross-tabulations of the Zung Self-Depression Scale(SDS), Pittsburgh Sleep Quality Index (PSQI), and depression levels. The findings reveal significant disparities in depression levels and sleep quality between students from international schools and Chinese public high schools. Notably, the former group reported higher depression levels and poorer sleep quality. Moreover, non-binary students demonstrated the highest depression levels and the poorest sleep quality among the surveyed groups. These observations highlight the urgency of addressing adolescent mental health and emphasize the necessity for a comprehensive educational approach that considers students cognitive and personality development, fostering a more inclusive and equitable school and social environment for minority groups.

Teori Belajar: Humanistik dan Konstruktivistik dalam Perspektif Psikologi Barat dan Islam

Learning theory is an important foundation in the process of education and effective learning. The two main theories that play a role in it are humanistic and constructivist learning theories. However, in reality, there are still many educators in the learning process in the classroom who use methods that tend to only focus on reward and punishment and there is also no active involvement of students. So that the impact on the cognitive development of students becomes slow. The aims of this study: 1) to analyze humanistic learning theory, 2) to analyze constructivist learning theory, 3) to analyze humanistic and constructivist learning theory in an Islamic perspective. The literature review was used by researchers in this study using documentary techniques as data analysis techniques. The results of the study explain that in the learning process the methods used by educators must be varied, so as to help students develop their knowledge and focus on humanizing students so that students do not only receive rewards or punishments.

The Influence of School Environment and Teacher Communication on Economics Teacher Competence in Jambi Province

This study aimed to analyze the effect of the school environment and teacher communication on the competence of economics teachers. The study used quantitative research design approach by using a survey model. The participants in this study were 142 teachers from public and private vocational high schools in Jambi Province and and using the Slovin formula to represent the entire population of 264 teachers. Furthermore, the data were analyzed using exploratory factor analysis, confirmation of theoretical factor analysis, and structural equation modeling. The findings in this study the school environment, teacher communication, and teacher competence can understand students by utilizing the principles of student cognitive development so that teachers can understand student personality development and reflect on it in the learning process, helping teachers to have the opportunity to apply material learning theories to daily life activities, and broaden the ideas and thoughts that the teacher has to students so that students understand the learning material provided. The conclusion in this study is that learning in the school environment, teacher communication, and good teacher competence can increase understanding, interest, make student learning more enjoyable, and direct student learning activities to be more active.

Developing Basic English Module for Junior High School to Promote Students’ Cognitive Development

A module is a supplementary tool for existing teaching materials, allowing students to engage in independent learning by exploring the concepts presented within the module. This approach can enhance students' competence and foster their enthusiasm for the subject. The research aims to ascertain the English material requirements of seventh-grade students at SMPN 4 Bandar Lampung and create a comprehensive English curriculum for this grade level at the abovementioned school. The ADDIE model was utilized to achieve the stated objectives. The need analysis was carried out before the creation of the material. Based on the expert judgment of the material, it has been determined that the average score (X) is 3.6. The score is classified as good due to its placement within the 3.5 < X < 3.75 interval. However, there are two aspects that experts believe require further improvement. These aspects include enhancing the accessibility of the module's materials for students to comprehend and ensuring that the illustrations align with the content presented in the module. To enhance the comprehensibility of the module's content for students, the expert recommended providing more explicit instructions for each step of the activities students must undertake.Regarding the illustrations provided per the module's content, experts have recommended incorporating additional illustrations to enhance the module's level of engagement. Based on the expert judgment and evaluation of the presentation, it has been determined that the average score (X) is 3.75. Based on the obtained score, the categorization can be deemed satisfactory, as the value of X falls within the interval of 3.5 < X < 3.75. The expert has recommended an enhancement of the references or supporting materials. The expert recommended incorporating additional references to enhance the comprehensiveness of the module. Based on the expert judgment of the material, it has been determined that the average score (X) is 3.75. Based on the obtained score, it can be classified as satisfactory, as the X value falls within the 3.5 < X < 3.75 range. The expert recommended one aspect for improvement, specifically regarding the alignment of language usage with the student's cognitive development stage. The expert posited that certain languages may present a level of complexity that surpasses students' cognitive abilities. Consequently, it is recommended that these languages be modified or adapted to better align with the student's learning capacities.

RELATIONSHIP BETWEEN STUDENT COGNITIVE DEVELOPMENT AND STUDENT DISCIPLINE CHARACTER IN HIGH SCHOOL

Effective student cognitive development can be seen when students are in junior high school. This study aims to answer the research question, namely how is the relationship between cognitive development variables and the disciplinary character of high school students in physics subjects. The method used in this research is a mixed quantitative and qualitative method with a total of 50 students. The results of the study are the correlation test which states that the relationship with the data results is less than 0.05, which means that there is a relationship between the two variables tested. The conclusion of this study is that there is a relationship between cognitive development and the disciplinary character of high school students in physics subjects. The novelty of this study is that no comparisons were made for different schools to find out the relationship between cognitive development variables and disciplinary character. The limitations of this study are only comparing two classes.

Assessing Learning Outcomes in Higher Education: From Practice to Systematization

Accountability systems in higher education ensure that academic programs meet learning outcomes and address student cognitive and affective development. The learning outcome assessment is one of the most important elements to enhance and assure the quality of programs. In this paper, we present a “tour” of how an assessment cycle is performed in a national/public university in Qatar. The study draws on “good” practices and how a higher education institution systemizes the process of assessing learning. The approach demonstrates how learning is connected to program objectives and the curriculum through a rational, logical, conceptual, consensual, and interpretable process. Employing specification tables known as curriculum and assessment plan matrices, with tools being assessments and rubrics, learning outcomes measures can be reached. The approach as well as system calls for an institutional structure and organization which place responsibilities on all stakeholders involved in academic programs delivery. The futuristic approach and practice posit a reconceptualization of how students will be assessed, more likely a paradigm shift necessitating a change in practice and trend in which students’ success (achievement) can be based on the learning outcomes attained.

Effects of After-School Programs on Student Cognitive and Non-Cognitive Abilities: A Meta-Analysis Based on 37 Experimental and Quasi-Experimental Studies

The after-school program is a crucial initiative for implementing the Double Reduction policy; however, prior research has not provided conclusive evidence on whether extended school hours contribute to students’ cognitive and non-cognitive development or on which types of after-school services are more beneficial for student development. This study analyzed 37 after-school programs from 18 publications using meta-analytic techniques, and the results indicated that participation in after-school programs had positive effects on student cognitive and non-cognitive development despite the small effect size (d = 0.327, p = 0.000). The decomposition of the effects of after-school programs revealed that they had modestly positive effects on academic achievement (d = 0.369) and social-emotional competence (d = 0.220). In addition, the analysis of moderating variables revealed that socioeconomic status, educational phase, number of after-school service days per week, sample size, and testing instrument all influenced the after-school program effects. This study concludes, based on the results of the meta-analysis, that there should be a balanced consideration of the development of student cognitive and non-cognitive abilities in planning after-school service, a substantial variety of activities in after-school programs, a flexible adoption of diverse after-school programs, and a reasonable participation frequency in after-school service.

Intelligence Games: A Useful Tool in Philosophy and Logic Education

Intelligence games are mainly comprised of intellectual activities and often based on certain intellectual training purposes. They are designed for individuals to increase knowledge and develop thinking skills in a voluntary and relaxed mood through vivid, novel, and engaging activities (Huang, 1985). Intelligence games require thinking skills such as reasoning, logical thinking, imagination, strategical judgement, creative thinking, etc., thus having the potential for positively affecting student cognitive development. They can be organized by adults or initiated by students themselves. The content of intelligence games covers a wide range of domains such as computer, mathematics, literature, and more.

Transformasi Pengembangan Bahan Ajar PAI Berbasis Digital dan Vak Method Dalam Meningkatkan Kognitif Siswa

The research was conducted to explore how the transformation of digital-based teaching materials integrated with technology and VAK method (Visual, Auditory, Kinesthetic) can enchance the cognitive development student's of 7th grade student�s in Wachid Hasyim Islamic Junior High School of Surabaya. The research research a descriptive-qualitative approach, employing interview, observation, and documentation methods. The findings of the study indicated that students encountered difficulties in understanding thaharah, particularly the concept of ritual purification, and memorizing of surah Juz �Amma. To address these challenges, the researchers proposed the utilization of digital instructional materials such as power point text, videos, and the Qur�an memorization application �Ayat� combined with the VAK method, to enchance memory retention.The research results demonstrated a significant improvement in students cognitive development when utilizing digital-based instructional materials combined with the VAK method, optimizing the transfer of knowledge through the sensory modalities of sight, hearing, and hands on practise during the learning process. this study indicate the student's cognitive abilities can be enhanced by utilizing digital Therefore, the transformation of instructional materials into a digital-based format plays a vital role in enchancing students cognitive development.

INFORMATION AND COMMUNICATION TECHNOLOGIES IN PEDAGOGICAL ACTIVITIES

In view of the use of technology in education can be an important resource in the cognitive development of student. This study arose from the need of encourage the use of information and communication technologies within school environment, in how classes are planning, political pedagogical projects and to insert the informatics in the continuing education of teachers. Some authors had contributed to this study, such as Tardiff (2014), Moran, Masetto e Behrens (2006), Grisnpun et al (2002), Freire (2001), Almeida (2009), Vigneron e Oliveira (2005), Lévy (2011/2014), Gadotti (2011), among others. The data were collected from the participatory and qualitative research, which made clear the need to implement a course focused on the use of information and communication technologies into the education of teachers. The study enabled more effective educational practices, knowledge mediation and acquisition of technological skills by teachers, through the course Introduction to Digital Education. It also shows that the difficulty of teachers in dealing with technology in the classroom, goes beyond the skills acquired in the teaching profession, including factors such as space, physical structure of the school and continuing education on the use of technology in education

PENGARUH METODE MIND MAPPING TERHADAP PERKEMBANGAN KOGNITIF SISWA PADA PEMBELAJARAN IPS KELAS V MI MUHAMMADIYAH 03 TAKERHARJO

This study aims to determine the effect of the Mind mapping method on the cognitive development of students in social studies learning class V MI Muhammadiyah 03 Takerharjo, in the 2020/2021 academic year. Method The research method used in collecting research data is the method experiment with Pre-test - Post-test Control Group Design. Subject in this study were students of class V MI Muhammadiyah 03 Takerharjo with as many as 20 students consisting of 10 participants VA class students and 10 VB class students. Data collection techniques and The instrument used is a validation sheet, validity test, test normality, reliability test, homogeneity test, T test and ability test cognitive. Based on the analysis of research data obtained the findings: the influence of the Mind Mapping method on students' cognitive development in class V social studies learning at MI Muhammadiyah 03 Takerharjo. Proven with the Paired Sample T test is significant based on the output table these statistics, shows a significance value of 0.001 <0.05 at experimental group and 0.139 > 0.05 control group. Then, can it is stated that H0 is accepted meaning that there is no effect on the control class because they were not given treatment. While in the experimental class given the treatment stated, H0 was rejected, meaning that there was an effect Mind Mapping method on students' cognitive development in class V social studies learning at MI Muhammadiyah 03 Takerharjo which is used as the research sample.

Implementation of Character Building through General Subjects of Islamic Religious Education in STKIP Subang

Optimizing the Role of Islamic Religious Education as a general compulsory subject that has a mission as education that shapes the character and cognitive development of students is a necessity. Therefore the research aims to examine how the policies of the STKIP Subang Elementary School Teacher Education Study Program in managing the General Course of Islamic Religious Education. Qualitative research through interviews, observation and documentation studies. This empirical research found: a lack of learning support facilities for Islamic Religious Education, time limitations, weaknesses in methods that are still oriented towards cognitive aspects, student backgrounds as heterogeneous inputs. As a compulsory subject for General Courses, Islamic Religious Education Courses must be packaged with newer pursuits even though the substance cannot be changed, but the current context must be answered through the internalization of Islamic values. The recommendations in this study are to carry out further research in the form of R and D research, stakeholder collaboration with managers, seeking creativity in learning innovations, etc. All of these recommendations are expected to have implications for improving the management of General Courses in Islamic Religious Education in the future.

Students Cognitive Development in Basic Level Schools in Nepal: Provisions and Practices

This study explores the current status of basic-level students’ cognitive learning and examines how school education provisions are functioning to facilitate perceptive education. The study was conducted by adopting a mixed-method research design, including a quantitative survey and a qualitative case study for data generation from six schools in four districts across the country. With a small research grant support from UNESCO Nepal, this research was conducted under the Centre for Educational Research, Innovation and Development (CERID) to provide a new and innovative concept to learning from different aspects ranging from knowing to creating. Students’ achievement at six levels of cognitive development was evaluated based on a questionnaire containing items from the revised Bloom's taxonomy of educational objectives. Classroom practices were systematically observed, and the main events and activities were recorded. The study revealed that the students performed better in remembering and showed lower performance at creating level. Classroom pedagogies were found dominantly lecture-based and concentrated around the acquisition of knowledge from the textbook. Besides, teachers were found not preparing the lesson plan, nor were they taking classes in a planned way. There was no plan, program, or practice regarding cognitive teaching-learning for addressing the specific potentials, weaknesses, and aptitudes of students at the basic level of education in Nepal.