The Influence of Parenting Methods on the Cognitive Development of Children Aged 5-6 Years
DOI:
https://doi.org/10.59923/insights.v1i2.212Keywords:
Cognitive, Methods, ParentingAbstract
The purpose of this study is to ascertain how parenting styles affect the cognitive development of five- and six-year-old students at PAUD HASANI in the 2022–2023 school year. Experimental research using a one-group pretest-posttest design is used in this kind of study. The fifteen children who made up the study's population were all between the ages of five and six. Saturated sampling was used to determine the research sample. Documentation and observation are two methods used in data collection. T-test is used in data analysis techniques. An observation sheet on children's cognitive development between the ages of five and six served as the instrument. The study's findings indicated that the child's overall cognitive development at the pretest was 218 with an average percentage of 36% and an assessment category of Starting to Develop (MB). Following treatment, the child's overall cognitive development was 457 with an average of 76% and an assessment category of Very Well Developing (BSB) following a posttest. In addition, the tcount hypothesis test results, which are 22.6309 with a value of 1.761, demonstrate that the outcomes of the hypothesis analysis in this study are accepted and rejected. This is demonstrated by the value of tcount(22.6309) > (1.761). In conclusion, throughout the 2022–2023 school year, the use of parenting techniques affects the cognitive development of children at PAUD HASANI who are between the ages of 5 and 6.
References
Aniza, A. N., Fadillah, W. F., & Amalia, A. N. (2021). Peran Orangtua dalam Meningkatkan Mutu Pendidikan di SDN 14 Biru. Jurnal Mappesona, 4(3), 150–157. https://doi.org/10.30863/mappesona.v4i3.2493
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56–95. https://doi.org/10.1177/0272431691111004
Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self‐regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326–339. https://doi.org/10.1111/j.1467-8624.2009.01397.x
Dewantara, K. H. (1977). Karya Ki Hadjar Dewantara Bagian Pertama: Pendidikan. Majelis Luhur Persatuan Tamansiswa.
Fay‐Stammbach, T., Hawes, D. J., & Meredith, P. (2014). Parenting influences on executive function in early childhood: A review. Child Development Perspectives, 8(4), 258–264. https://doi.org/10.1111/cdep.12095
Herdiyana, R., Lestari, R., & Bahrum, M. (2023). PSIKOLOGI PERKEMBANGAN SOSIAL TERHADAP EMOSIONAL PADA ANAK USIA DINI. Banun: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 23–30. https://doi.org/10.37092/bouseik.v2i1.738
Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368–1378. https://doi.org/10.1111/1467-8624.00612
Karreman, A., Van Tuijl, C., van Aken, M. A. G., & Deković, M. (2006). Parenting and self‐regulation in preschoolers: A meta‐analysis. Infant and Child Development: An International Journal of Research and Practice, 15(6), 561–579. https://doi.org/10.1002/icd.478
Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42(4), 627.
Lugo‐Gil, J., & Tamis‐LeMonda, C. S. (2008). Family resources and parenting quality: Links to children’s cognitive development across the first 3 years. Child Development, 79(4), 1065–1085. https://doi.org/10.1111/j.1467-8624.2008.01176.x
Mudana, I. G. A. M. G. (2019). Membangun karakter dalam perspektif filsafat pendidikan Ki Hadjar Dewantara. Jurnal Filsafat Indonesia, 2(2), 75–81. https://doi.org/10.23887/jfi.v2i2.21285
Musfiroh, T. (2008). Cerdas melalui bermain. Jakarta: Grasindo.
Muzakki, H. (2021). Teori belajar konstruktivisme Ki Hajar Dewantara serta relevansinya dalam kurikulum 2013. Southeast Asian Journal of Islamic Education Management, 2(2), 261–282. https://doi.org/10.21154/sajiem.v2i2.64
Pertiwi, D. S., & Syah, M. E. (2024). Psikologi Pendidikan. Feniks Muda Sejahtera.
Qomariah, N. (2019). Membangun Secure Attachment dengan Anak pada Ibu Bekerja. NOURA: Jurnal Kajian Gender Dan Anak, 3(1), 90–104. https://doi.org/10.32923/nou.v3i1.1087
Sadulloh, U. (2010). Pedagogik (Ilmu Mendidik), Bandung: Cv. Alfabeta.
Sari, A. P., Irtika, R., Anugrah, D. D., & Puspita, M. C. (2024). Analisis Kurikulum Pendidikan Di Taman Kanak Kanak Anggrek Kecamatan Sukarami Palembang. HYPOTHESIS: Multidisciplinary Journal Of Social Sciences, 3(01), 11–22. https://doi.org/10.62668/hypothesis.v3i01.884
Sibarani, P. H. P. (2022). Pendidikan Anak Usia Dini. Jurnal Ruang Luar Dan Dalam, 2(2), 18–28. https://doi.org/10.17509/edukids.v18i1.31828
Sugiyono. (2018). Metode Penelitian Kuantitatif (MP Setiyawati, SH, Ed.). Bandung: Alfabeta, Cv.
Suyanto, S. (2005). Dasar-dasar pendidikan anak usia dini. Yogyakarta: Hikayat Publishing.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yus, A. (2011). Model pendidikan anak usia dini. Kencana.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Suwarni Wati, Khairul Azmi, Mariawati
This work is licensed under a Creative Commons Attribution 4.0 International License.
