PENGARUH GAYA KOGNITIF DAN KELEKATAN TERHADAP KEMAMPUAN BERBICARA ANAK USIA DINI (PENELITIAN EXPOST FACTO PADA ANAK TK DI PROVINSI BANTEN)

BERYANA EVRIDAWATI, . (2020) PENGARUH GAYA KOGNITIF DAN KELEKATAN TERHADAP KEMAMPUAN BERBICARA ANAK USIA DINI (PENELITIAN EXPOST FACTO PADA ANAK TK DI PROVINSI BANTEN). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Pendidikan merupakan aspek yang sangat penting dalam kemajuan nasional. Pendidikan terkait erat dengan proses pembelajaran dimana pelaksanaannya tidak hanya di ruang kelas dimana terjadi interaksi antara guru dan murid, atau di antara murid, namun dapat juga terjadi di suatu lingkungan dimana orang tua atau masyarakat memberikan stimulasi pada anak usia dini untuk mengoptimalisasi seluruh aspek perkembangan yang ia miliki. Penelitian ini bertujuan untuk mengetahui pengaruh gaya kognitif dan kelekatan terhadap kemampuan berbicara anak usia dini. Metode yang digunakan desain perbandingan faktorial 2 x 2 yang dibagi dalam dua kelompok yakni field independent dan field dependent. dengan melibatkan 138 orang sampel. Ada lima instrumen yang mengukur 1). perbedaan kemampuan berbicara anak usia dini antara kelompok anak yang memiliki gaya kognitif field independent dan kelompok anak yang memiliki gaya kognitif field independent didapat Fhitung = 6,32 dan Ftabel (0,05;1:36) = 4,11, 2) perbedaan kemampuan berbicara anak usia dini antara kelompok anak yang memiliki kelekatan tinggi dan kelompok anak yang memiliki kelekatan rendah didapat Fhitung = 6,95 dan Ftabel (0,05;1:36) = 4,11, 3). interaksi antara gaya kognitif dan kelekatan terhadap skor kemampuan berbisara anak usia dini didapat Fhitung interaksi = 48,00 dan Ftabel (0,05;1:36)= 4,11, 4). perbedaan kemampuan berbicara anak usia dini yang memiliki gaya kognitif field independent dan anak yang memiliki gaya kognitif field dependent pada kelompok anak dengan kelekatan tinggi didapat (A2B1), diperoleh Qhitung = 9,39 dan Qtabel (0,05;4:10) = 4,33. 5). perbedaan kemampuan berbicara anak usia dini yang memiliki gaya kognitif field independent dan anak yang memiliki gaya kognitif field dependent pada kelompok anak dengan kelekatan rendah didapat (A2B2), diperoleh Qhitung = 4,39 dan Qtabel (0,05;4:10) = 4,33. dapat disimpulkan bahwa anak usia dini yang memiliki gaya kognitif field independent memiliki skor kemampuan berbicara lebih tinggi daripada anak usia dini yang memiliki gaya kognitif field dependent sedangkan anak usia dini yang gaya kognitif field independent dengan kelekatan rendah memiliki skor kemampuan berbicara lebih rendah daripada anak usia dini yang gaya kognitif field dependent dengan kelekatan rendah. Education is a very important aspect in the progress of a nation. Education is closely related to the learning process where the implementation space is not only in the classroom where there is interaction between the teacher and students, or among students, but it can also occur in an environment where parents, or the community provide stimulation to early childhood to develop all aspects of education that he has. This study aims to determine the effect of cognitive style and attachment on the ability to speak early childhood. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. There are four instruments that measure 1). differences in early childhood speech skills between groups of children who have independent field cognitive styles and groups of children who have independent field cognitive styles obtained Fcount = 6.32 and Ftable (0.05; 1: 36) = 4.11, 2). 1). differences in early childhood speech skills between groups of children who have high attachment and groups of children who have low attachment obtained Fcount = 6,95 and Ftable (0.05; 1: 36) = 4.11, 3) the interaction between cognitive style and attachment to the ability to speak early in children is obtained Fcount interaction = 48.00 and Ftable (0.05; 1: 36) = 4.11, 4). differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4.33. 5). differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), obtained Q count = 4.39 and Q table (0.05; 4: 10) = 4.33. It can be concluded that early children who have independent field cognitive style have higher speech ability scores than early children who have field dependent cognitive style while early children who are independent field cognitive style with low attachment have lower speech ability scores than early childhood the field dependent cognitive style with low attachment.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Yufiarti, M.Psi. ; 2). Dr. Elindra Yetti, M.Pd.
Subjects:	Pendidikan > Pendidikan
Divisions:	PASCASARJANA > S2 Pendidikan Anak Usia Dini
Depositing User:	Users 2380 not found.
Date Deposited:	24 Apr 2020 00:10
Last Modified:	24 Apr 2020 00:10
URI:	http://repository.unj.ac.id/id/eprint/7084

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