Cognitive Development Of Students Research Articles

Hubungan Pola Asuh Orang Tua dan Pengaruh Gadget Terhadap Perkembangan Kognitif Siswa SD Inpres Bangkala III Kota Makassar

The Relationship between Parenting Parenting Patterns and the Effect of Gadgets on Cognitive Development of Students at SD Inpres Bangkala III Makassar City, which was supervised directly by Nurses Bte Abustang and Waddi Fatimah. This study aims to determine the effect of parenting and the influence of Gadgets on the cognitive development of students at SD Inpres Bangkala III Makassar City. This research uses Ex Post Facto method with quantitative approach. The population used in each class is III, IV, and V SD Inpres Bangkala III Makassar City which consists of 159 students. The sample in this study were fifth grade students consisting of 26 students. The results of the study used descriptive statistical analysis, parenting patterns were 28.19, while the influence of Gadgets was 20.69 and students' cognitive development was 32.0769. Analysis of the requirements for the normality test results of parenting is 0.261, while the influence of Gadgets is 0.120, and students' cognitive development is 0.275 > 0.05 (normally distributed). There is an effect of parenting and Gadgets on the cognitive development of the students of SD Inpres Bangkala III Makassar City.

ANALYSIS OF SUITABILITY OF EVALUATION INSTRUMENTS IN INDONESIAN TEXT BOOK CLASS X SMA WITH STUDENT COGNITIVE DEVELOPMENT

This article is a descriptive study that aims to determine the suitability of the evaluation instrument for the class X Indonesian language textbook evaluation, published by Tiga Serangkai, with the cognitive development of students. The object of this research is an evaluation instrument in the form of an essay test (description) contained in the Indonesian language textbook (BTBI) class X SMA totaling 60 items. The analysis technique used is the observation procedure, namely (1) identifying the object of research, (2) explaining the various types of data that have been collected, and (3) discussing the research data. The identification of the research object is done by coding various data on indicators of student cognitive development, namely by examining the operational words used and the form of bills or competencies to be measured. The results of data collection in this study were analyzed using descriptive analysis with percentage data. Based on the analysis of 3 characteristics of students' cognitive development on the 60 item descriptions obtained 41, 67% abstract thinking, 20% systematic thinking ability, and 38, 33% experimental thinking ability. Thus it can be concluded that the evaluation instrument in the Indonesian textbook for SMA class X, published by Tiga Serangkai, is in accordance with the cognitive development of the students.

PENGARUH POLA ASUH “GRAND PARENTING” TERHADAP PERKEMBANGAN KOGNITIF ANAK USIA SEKOLAH DASAR

Abstract: The number of mother figures in the family who enter the world of work outside the home and leave their families turns out to have quite significant consequences, especially related to child care. In the culture of our society in the past, the task of parenting was dominated by the mother. In the current era of industry 4.0, many mothers have started to work and even become a pillar of socio-economic life which is no less important than their husbands, the task of childcare begins to shift. Changes in the mother's role have an impact on substitute care for other family members. A child is a representative of both parents, he is a living being that will continue to grow and develop every time. Cognitive development of elementary school age children cannot be equated with adolescents or adults, the cognitive development of elementary school age children is very limited for concrete (real) matters. Based on the background and problem identification, the research problem is formulated as follows: How much influence does grand parenting have on cognitive development in students whose mothers are factory employees at SD Negeri 193 Gresik? There is no significant effect between grand parenting and cognitive development of students in grade IV from 2 classes at SD Negeri 193 Gresik. This is evidenced by the results of the product moment correlation analysis of 0.089 compared to the t-table level of significance 5% N=40 of 2.042. So the t-count is smaller than the t-table, it can be interpreted that the null hypothesis (Ho) that is there is no effect of grand parenting on the cognitive development of students in grade IV of 2 classes at SD Negeri 193 Gresik is accepted. And the hypothesis (Ha) that there is an effect of grand parenting on students' cognitive development in grade IV students from 2 classes at SD Negeri 193 Gresik is rejected. Based on the description above, it can be concluded that grandmother's care does not have a significant effect on students' cognitive development.

Working conditions of physical education teachers in European higher education institutions

Aim: One of the problems of modern higher education is the so-called "New core curricula", which oblige PE teachers to make many changes in the way they work. PE teachers face several restrictions to provide PE programs that improve students' physical fitness, cognitive development, and overall health. The research aimed to investigate the working conditions of university PE teachers in selected European tertiary institutions. Materials and Methods: The quantitative research employed purposive sampling. Five academics volunteered to collect information on 66 European tertiary institutions located in Poland, Slovakia, Serbia, Hungary, Czech Republic, Slovenia, Turkey, Spain, Montenegro, Croatia, Bosnia & Hercegovina, Finland and Kosovo. Quantitative data were collected using questionnaires with a set of questions concerning characteristics of tertiary institutions and various aspects of working conditions of university PE teachers. Results: Two thirds of the university PE teachers held master's degree in PE since in over 42% of surveyed institutions, a master's degree in physical education was required to conduct PE classes. The majority of PE teachers (84.4%) were employed full-time, and on average worked 38.6 days in an academic year. Significantly more PE teachers with masters and doctoral degrees (p = 0.012) were employed full-time, or fixed term in public, middle size HEIs (p <0.001). In HEIs in cities with less than 500,000 residents, PE teachers were more often encouraged for participation in CPD (p = 0.049). Significantly more public HEIs fully or partially covered the costs of CPD or conferences (p <0.001), whereas in non-public or small HEIs significantly more PE teachers had to finance the costs of CPD. Moreover, significantly more (p =0.037) universities implemented specific PE teachers’ evaluation criteria with a personal record of their achievements. Conclusion: There is a pressing need to improve qualifications of university PE teachers, as many European HEIs do not support PE teachers in CPD. Furthermore, lack of CPD opportunities, low salaries and lack of career promotion perspectives combined with lower psychological resilience, may result in professional burnout syndrome.

On the Relation between School Alienation and Social School Climate

In recent years, scholars have referred to school alienation as a severe problem that affects the socio-emotional and cognitive development of students. In this study, the authors examined how the relationships with teachers and classmates are associated with students’ state of alienation from learning, from teachers, and from classmates, applying a cross-sectional research design. Participants included 543 Grade 7 students from the Swiss canton of Bern who took part in the binational research project “School Alienation in Switzerland and Luxembourg (SASAL, 2015-2019)”. Results of correlation and multiple regression analyses revealed that the student-teacher and student-student relationships were associated with alienation from school.

Using Technologies to Foster the Reading Habit in L2 (English)

In a society which is becoming more and more globalized, it is essential to promote teaching processes that enable the meaningful acquisition of knowledge, emphasizing the learning of English, as the main goal of the teachers. Reading in education is the paradigm of culture and is part of the language learning process. Nevertheless, its practice has declined in recent years. Consequently, through this Project, with the aim of motivating the Reading frequency, we intend to take a deeper look into the role of technologies in order to foster the Reading habit in a foreign language, highlighting the importance of reading for the student cognitive development. For that reason, an innovation proposal for promoting reading based on the use of ICT in the educational field is presented, with a specific focus on the Booktube community, as a tool to increase interest and motivation in reading.

POSITIVE EDUCATION INTERVENTION PROGRAMME OUTCOME ON THE TEACHER SELF- EFFICACY OF PRE-SERVICE TEACHERS

Teachers are nation builders, they shoulder great responsibility of nurturing young minds in the country. The multifarious role played by teachers places a tall demand on them and thus they are particularly prone to burn out. They often end up giving so much from their human reservoir beyond what is healthy for them as individuals. Thus it is imperative that the teachers are equipped with knowledge and skills that will help them to develop their well- being. Positive education is an approach to education that focusses on well- being and character strengths along with cognitive development of students. This paper aims to ascertain the outcome of positive education intervention programme on the teacher self- efficacy of the pre-service teachers. The positive education intervention programme of 30 hours was developed for this purpose. The participants included in the study were 46 and 48 pre-service teachers in the control and experimental group respectively. The findings of the study indicate moderate effect of positive education programme on the teacher self-efficacy of the pre-service teachers.

CRITICAL ANALYSIS OF PAKISTAN NATIONAL EDUCATIONAL POLICIES OF 1992, 1998 AND 2009 WITH SPECIAL REFERENCE TO EXAMINATION REFORMS IN SINDH BOARD

The objective of the study was to analyze the Educational Polices of Pakistan with specific focus on examination reforms during 1992 to 2009. .The scope of the study focused on the recommendations made by the policy makers regarding examination reforms which were included in the educational policies of 1992, 1998 and 2009. It reviews the observed phenomenon of service delivery failures in public examination in Pakistan although various initiatives ,programs and policies since 1947 to were introduced to increase the inputs to examination but do not produce effective services outputs where it may counts as students cognitive development as it required for competing the international education system. This was a mix-method study using a phenomenological approach for which a questionnaire and an interview protocol were designed to collect the data. Participants were identified through stratified random sampling design in which teachers were included from secondary and higher secondary level schools/colleges. Two hypotheses were formulated for the study. Data was analyzed by using t- test and through content analysis and it was found that education policies do not comprehensively focus on this important area of education system by which students and teacher learning may be measured due to dearth of research culture. This results in no major reforms in the process of reforms and improvement in the examination process both in academic and administrative sides and working of Boards of Education. On the basis of the findings concrete recommendations have been made

Психолого-дидактические проблемы создания цифровых учебников

The article substantiates a special approach to the development of a school digital textbook which is based on the idea of synthesis of psychological, didactic, methodological, and subject knowledge with the priority of using the psychic pat- terns of personality development. To denote an interactive electronic textbook, it is proposed to use the term “digital textbook” (DT). From the methodological point of view, DT is regarded as an “enhanced” paper textbook, characterized by such basic properties as interactivity, multimodality, hypertextuality, and personality. The question about the development of the digital textbook concept before the textbook creation is raised. A number of psychological and didactic problems are discussed, such as: 1) the relationship between paper and digital textbooks (an option of the simultaneous use of both textbook formats is proposed); 2) DT as an essential com- ponent of the digital educational environment (the maximum effect is achieved if every DT is integrated into a single system as well as educational environment); 3) the features of reading on screen (non-linear nature, activity and dynamism, superficial understanding, greater fatigue, etc.). Besides, the article analyzes the advantages and disadvantages of DT and presents the results of its effectiveness based on the foreign studies. A conclusion was made that the wide-scale introduction of DT is possible solely when its positive influence not only on academic performance, but also on the cognitive development of students is revealed.

THE EFFECT OF AL-BAYAN METHOD AND COGNITIVE DEVELOPMENT ON READING THE BEGINNING OF THE LETTERS HIJAIYAH CHILDREN OF GROUP B IN STATE KINDERGARTEN (TK) PEMBINA RANTAU, ACEH TAMIANG DISTRICT

The aims of this research are (1) to determine the effect of the ability to read the beginning of hijaiyah letters taught by the Al-Bayan method compared to children who are taught by the Iqra' method at the Pembina Rantau State Kindergarten, Aceh Tamiang Regency. Children who have high cognitive development are higher than children with low cognitive development. (3) Knowing the interaction between the Al-Bayan Method and cognitive development on the ability to read the initial hijaiyah letters of group B children in TK Negeri Pembina Rantau, Aceh Tamiang Regency. Data analysis used the Tuckey-test. The results of the study show that (1) There is an influence on the ability to read the beginning of the hijaiyah letters taught by the Al-Bayan method compared to children who are taught by the Iqra' method at the Pembina Rantau State Kindergarten, Aceh Tamiang Regency. Where the results of reading the initial hijaiyah letters of students who are taught using the Al-Bayan learning method with an average value of 67.00 are higher than students who are taught using the Iqra' learning method with an average value of 54.50. (2) There is an effect of reading results of children who have higher cognitive development than children with low cognitive development. Where the average value of the results of reading the initial hijaiyah letters of students with high cognitive development is 65.50, while the average value of the results of early reading of the hijaiyah letter of students with low cognitive development is 58.00. (3) There is a significant interaction between learning methods and students cognitive development on the results of reading the beginning of hijaiyah letters that have cognitive development in group B in state kindergarten Pembina Rantau. Where there is an interaction with Fcount (20.01) > Ftable (4.96).

The Use of L1 Metalanguage in L2 Classrooms: The Case for Arabic

With the rise of bilingual and multilingual approaches to teaching a second/foreign language, an overwhelming majority of second language acquisition (SLA) researchers have emphasized the important role of the use of mother tongue (L1) in a second language (L2) class and have argued that the use of L2 positively contributes to the cognitive development of students. However, what aspect of L1 should be used in an L2 class have not been specified explicitly. This study set out to investigate the extent to which teachers believe in the efficacy of the use of L1 metalanguage and the extent to which they use it in their classes in the English as a Foreign Language (EFL) context of Qatar. The second aim was to assess students’ beliefs regarding the extent to which the use of L1 metalanguage in an L2 class facilitated their learning process. Most importantly, the study aimed to investigate whether there was a discrepancy between students’ expectations and teachers’ agendas regarding the use of L1 metalanguage in L2 classrooms. The hypothesis that underpinned this study was that the use of L1 metalanguage to explain structural concepts in L2 contributed to crosslinguistic and metalinguistic awareness. The study adopted a qualitative approach; two questionnaires were developed, one for students and one for teachers. The questionnaire consisted of 5-point Likert scale statements and questions. Twenty-six undergraduate students and eight teachers participated in the study. The students’ proficiency level in English was elementary. The teachers were recruited on the basis of their native Arabic language proficiency. The findings suggested that both teachers and students viewed the use of Arabic in their English classes positively, and that no substantial discrepancy was observed between the students and the teachers over the issue of the use of Arabic in class. A minor discrepancy was that whereas the teachers were inclined to use Arabic slightly more for the teaching of grammar than the teaching of vocabulary, the students believed that the use of Arabic for learning vocabulary was more beneficial to their learning than it was for learning grammar.

Promoting student-centred blended learning in higher education: A model

This empirical study is conducted in a blended learning setting of a technology-focused private university in Bangladesh to offer a model that could help attain a comprehensive goal of blended learning. The main objectives of this study are to examine course design in a blended learning setting, strategies adopted by the course teachers to maximize students’ online interactions in a collaborative manner and how well these strategies had an impact on quality of blended teaching and learning in tertiary education. Drawing upon a quasi-experimental approach, qualitative data were collected by observing the teaching and learning activities of a course named ‘Bangladesh Studies’ over a four-month semester. Findings of this study suggest a model that would allow better student–teacher interaction in both synchronous and asynchronous modes of teaching and learning based on three sequential stages such as referring to and discussing online peer-group comments in the regular face-to-face classes in asynchronous mode (stage 1), off-campus synchronous mode of interactions to utilize students’ personal study hours (stage 2) and off-campus asynchronous mode of interactions to offer flexibility for collaborative learning (stage 3). It is argued that the model that has been offered could be useful in promoting innovative and contextual pedagogy which will essentially involve students in sharing, interacting and collaborating discussions for knowledge construction and hereby enable overall cognitive development of students in a blended learning environment.

College Engagement and Cognitive Skills Development for Latinx Transfer Students at Selective Institutions: A Comparison to Their Non-transfer Peers

ABSTRACT A growing body of research has shown the positive relationship between student engagement and cognitive skills development among Latinx undergraduates at more selective institutions. However, despite the large proportion of Latinx transfer students at four-year institutions, they are relatively ignored in higher education literature. Using data from the 2012 NSSE, this study examined the effects of engagement on cognitive skills development among Latinx transfer students at more selective institutions compared to their Latinx non-transfer peers. Results showed Latinx transfer students were overall less engaged than their native peers. Hierarchical multiple regression analyses also indicated some notable differences. Specifically, student-faculty interaction positively predicted cognitive skills development for Latinx transfer students but not their native peers. Findings of this study demonstrate unique patterns of engagement and unique benefits associated with engagement for Latinx transfer students at more selective institutions, underscoring the importance of disaggregating data by transfer status among Latinx students.

Conceptual Foundations for Designing the Content of the Regional Component of the Educational Area “Art” (The Case of “Transbaikal Studies”)

The article is devoted to the analysis of conceptual (scientific) and methodological strategies for designing the content of the regional component of the educational area “Art” on the example of Transbaikal Studies. A new educational sphere “Art” has been introduced into the educational programs of Russian schools. In a multinational state, the federal law “On Education in the Russian Federation” presupposes the implementation of the national-regional component in the lessons of the integrated course “Art”. This actualizes the need for a textbook on the art of Transbaikalia, which suggests a constructive reformatting of the definition of the content of the subject, which, in our opinion, should be preceded by an analysis of the conceptualization of scientific approaches to the selection of sections of the curriculum, subject and thematic components, educational technologies that develop the creative potential of the student. In modern education, the main subject areas of art are a fairly harmonious system of knowledge, value attitudes, artistic skills that ensure the full realization of the student’s creative potential. The relevance of the introduction of new subject areas is determined by the fundamental importance of integrating school education into contemporary art and culture.The widespread use of the figurative representation of knowledge in modern conditions (visual, iconic, pictoral), technical means of creating new imagery and the problems of simulating aesthetic worlds arising in this case, the peculiarities of the cognitive development of modern students (mosaicism, fragmentation, clip-like thinking) determine their perception of art. New sources of student motivation and ways of teaching students in a distance learning environment, current trends in technology, culture and art (D. Bachman-Medic, K. Schwab) have led to fundamental changes in the modern culture of education, the activation of additional resources for the cognitive development of students. Keywords: regional component, educational area “Art”, classical theory of art, design of the content of the subject area, principles of content selection, gaining epistemological agreement, consensus of subject specificity of the course

MEDIA VIDEO ANIMASI UNTUK MENGOPTIMALKAN PERKEMBANGAN KOGNITIF SISWA RA SUNAN AMPEL PASURUAN

This article describes the use of animated daily prayer videos to support learning activities during the pandemic and its impact on the cognitive development of students in RA Sunan Ampel, Pasuruan. This study used a qualitative descriptive approach with instruments. The results of this study indicate that the use of video animation instructional media consists of two stages, namely preparation and implementation. The preparation stage is the initial activity carried out before the video application stage. These stages include analyzing the material and learning objectives, identifying the contents of the animated video, and discussing with a group of friends about the video to be selected. Meanwhile, at the implementation stage, the animated video was shared in the Whatsapp group. So that children can still learn to use animated video media during the pandemic. This video helps increase children's enthusiasm for learning while at home. By listening to animated video shows, children can improve their cognitive abilities, namely memorizing prayers fluently.

ANALISIS MISKONSEPSI SISWA KELAS VIII PADA MATA PELAJARAN IPA TERPADU DI SMP N 3 KOTA KUPANG TAHUN AJARAN 2018/2019

ABSTRACT
 This study aims to Analyze misconceptions about biological material from Integrated Science subjects at SMP N 3 Kupang City in the 2018/2019 academic year. The research method used is a qualitative method with a descriptive research design. Data collection to identify and describe misconceptions among students is done by using multiple-choice questions based on diagnostic test techniques that are equipped with Certainty of Response Index (CRI) and interviews. To analyze qualitative data in this study using the formula p = f / n × 100 to find out the percentage of students who experience understanding concepts, misconceptions and not understanding concepts. The data is then reduced, presented, and given a conclusion.Lessons are taken to identify students' misconceptions namely the respiratory system in humans. The test instrument consisted of 10 multiple choice questions and 5 question items that were given to analyze students' misconceptions. Cognitive development of students is very influential on the pattern of understanding of students themselves. This is indicated by the large percentage of students experiencing misconceptions that occur in the realm of application (C3), namely in question no. 7 with total misconceptions reaching 70.97% followed by a question no. 6 with a total of 54.83% and questions number 8 with a total of 45.16%, followed by the realm of understanding (C2) ie in question no. 3 with a percentage of 41.93% and the lowest percentage is in the realm of knowledge (C1) in question no. 15 with a percentage of 19.35%. Misconceptions experienced by students due to students' understanding patterns also vary due to several factors, namely internal factors in the form of student conditions and external, namely the teacher.
 Keywords: Misconceptions, Diagnostic Tests, student

Comparitive Study of Cognitive Development of Students of Different School Systems in Pakistan

This study was conducted to explore the cognitive development of students of Madaris, public sectors and private sectors of Islamabad. It was quantitative research. A sample of 716 students was selected randomly from three streams of education. To measure the cognitive development of students, a standardized tool was used to collect data. The tests were administered, scored, and was analyzed through SPSS. Results showed a significant difference among cognitive development of students of three educational systems. Analysis of the data showed a significant difference among scores in subtests i.e. analogies, the odd one out, and similarities. Similarly, students of the private sector had better overall means scores than the mean score of students of Madaris and public schools. As the three systems claim for development of cognitive abilities of students therefore it is recommended that the curriculum, teaching methodologies and learning resources of the three systems may be compared and streamline them for harmonious cognitive abilities of students.

Tahap Define dalam Pengembangan Perangkat Pembelajaran Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Mahasiswa

The purpose of this study is to describe the results of the Define stage in the development of STEM (Science, Technology, Engineering and Mathematics) -based learning devices to improve students' higher order thinking skills. The learning device development model used is the four D model (Define, Design, Develop, Disseminate). The Define stage is carried out to define and define learning requirements. The steps that have been taken at the Define stage are front end analysis, student analysis, task analysis, concept analysis, and formulation of learning objectives. The results of the research for needs analysis are a description of the competencies that students must have after taking physics lectures, the learning approach used is based on STEM, the profile of graduates to answer future challenges and demands. The results of research for student analysis are descriptions of student characteristics which include reasoning abilities, background knowledge, and levels of student cognitive development. The results of research for task analysis are in the form of module position maps. The results of the research for concept analysis are in the form of a concept map about oscillations. The results of the study for the formulation of learning objectives were a description of the competencies consisting of attitudes, knowledge and skills. The conclusion from this research is that the Define Stage has been completed so that the development stage of learning devices can be carried out to the next stage, namely the Design stage

ACTUALIZATION OF THE JEAN PIAGET COGNITIVE DEVELOPMENT THEORY IN LEARNING

This article aims to look at Jean Piaget's actualization in the learning process, especially those related to theories about cognitive development. The method used in this research is literature review, the data of which is obtained from a variety of related literature, both directly and indirectly, which are studied with a theoretical and philosophical approach. The results of this study found that Jean Piaget's theory of cognitive development was quite influential in the world of education. In addition, in the process of education to get good results all components, especially educators must adjust to the development of students, and should always give an appreciation of all forms of positive actualization of students so that it has an impact on the cognitive development of students.

Опыт удаленного школьного обучения: возможные риски для успешности социализации обучающихся

The author analyses the results of a socio-psychological survey conducted during forced dis-tance learning in general education schools**. The study involved schoolchildren (7–11 grades), teach-ers, parents and school administrators (1 046 re-spondents in total). One of the objectives was to study what things in the context of distance learn-ing can contribute to the emergence of risks of suc-cessful socialization of students and the formation of social competencies. The results revealed those aspects that need to be taken into account when introducing digital technologies into school educa-tion. It is shown that it is necessary to develop and implement psychological and pedagogical condi-tions and methods that ensure the effectiveness of digitalization of education, focused not only on the cognitive development of students and ensuring the success of socialization, but also the development of the subject of activity not as a user of Internet resources, but as a meta-subject that can effectively and creatively use digital resources of the educa-tional environment.