HUBUNGAN GAYA KOGNITIF DENGAN PERKEMBANGAN KOGNITIF ANAK USIA DINI

Febriyanti Utami

Abstract


Abstrak

          Penelitian ini bertujuan untuk mengetahui hubungan antara gaya kognitif dengan perkembangan kognitif anak usia dini. Metodologi penelitian yang digunakan yaitu penelitian kuantitatif dengan pendekatan korelasional. Sampel penelitian ini adalah anak Kelompok B di TK IT Fattiyah Palembang. Data hasil penelitian gaya kognitif anak didapat dengan dilakukannya tes Good-enough-Harris Drawing Test (GHDT) dan data perkembangan kognitif anak dikumpulkan menggunakan lembar observasi. Hasil penelitian menunjukkan koefisien korelasi antara gaya kognitif dengan perkembangan kognitif anak (rxy) sebesar 0,83 yang berarti bahwa terdapat hubungan positif dalam taraf tinggi antara gaya kognitif dengan perkembangan kognitif anak usia dini. Nilai koefisien determinasi 0,69 menunjukkan bahwa sebesar 69 % perkembangan kognitif anak dipengaruhi oleh gaya kognitif melalui hubungan linier sedangkan 31% dipengaruhi oleh faktor lain selain gaya kognitif.

 

Kata Kunci : Gaya Kognitif, Perkembangan Kognitif

 

THE RELATIONSHIP BETWEEN COGNITIVE STYLE BY COGNITIVE DEVELOPMENT OF EARLY CHILDHOOD

 

Abstract          This study aims to determine the relationship between cognitive style with early childhood cognitive development. The research methodology used is quantitative research with correlational approach. The sample of this research is the children of Group B at IT Fattiyah TK Palembang. Data on the results of cognitive-style children's research were obtained by Good-enough-Harris Drawing Test (GHDT) and cognitive developmental data were collected using observation sheets. The results showed the correlation coefficient between cognitive style with cognitive development of children (rxy) of 0.83 which means that there is a positive relationship in the high level between cognitive style with early childhood cognitive development. The coefficient of determination 0.69 shows that 69 % of children's cognitive development is influenced by cognitive style through linear relationship while 31% is influenced by other factors besides cognitive style. Keywords: Cognitive Style, Cognitive Development

 

 


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DOI: http://dx.doi.org/10.31851/wahanadidaktika.v16i1.1928

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