ANALYSIS OF COGNITIVE ASPECTS IN EARLY CHILDHOOD LEARNING: A STUDY ON THE IMPLEMENTATION OF THE MERDEKA CURRICULUM

Forfattere

  • Dek Ngurah Laba Laksana Department of Elementary School of Teacher Education, STKIP Citra Bakti, Indonesia
  • Yasinta Maria Fono Department of Early Childhood of Teacher Education, STKIP Citra Bakti, Indonesia
  • Angelina Kurnia Juita Department of Early Childhood of Teacher Education, STKIP Citra Bakti, Indonesia
  • Elisabeth Sadha Department of Early Childhood of Teacher Education, STKIP Citra Bakti, Indonesia
  • Veronika Owa Mere Department of Early Childhood of Teacher Education, STKIP Citra Bakti, Indonesia

DOI:

https://doi.org/10.46827/ejes.v11i6.5343

Nøgleord:

cognitive analysis, early childhood, Merdeka curriculum

Resumé

The aim of this writing is to analyze the cognitive aspects of early childhood learning using the Merdeka curriculum. The research method employed is the qualitative descriptive method. Data collection techniques were conducted through observation, interviews, documentation, and data analysis techniques. Descriptive data analysis was carried out to explain or present information contained in the data so that it could be better understood. The research results indicate that the application of cognitive theory in early childhood learning at Integrated Early Childhood Education Citra Bakti implements child development in accordance with the preparation of teaching aids where there are indicators related to cognitive aspects. In learning achievements, there are three stimulation elements, each containing six aspects. These three stimulation elements elaborate on the aspects of religious and moral values development, physical motor skills, cognitive, socio-emotional, language, Pancasila values, and other areas to optimize children's growth and development according to educational needs. In the Merdeka curriculum, learning achievements are outlined as learning objectives. In these learning achievements, the three achievements consist of: (1) achievement of religious and moral values learning, (2) achievement of self-identity learning, and (3) achievement of literacy basics, mathematics, science, technology, engineering, and arts learning.

 

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Forfatterbiografier

  • Dek Ngurah Laba Laksana, Department of Elementary School of Teacher Education, STKIP Citra Bakti, Indonesia

    Dek Ngurah Laba Laksana is lecturer in STKIP Citra Bakti. His scientific field is elementary school instructional technology.

  • Yasinta Maria Fono, Department of Early Childhood of Teacher Education, STKIP Citra Bakti, Indonesia

    Yasinta Maria Fono is one of the STKIP Citra Bakti lecturers. Her Scientific field of early childhood education.

  • Angelina Kurnia Juita, Department of Early Childhood of Teacher Education, STKIP Citra Bakti, Indonesia

    Angelina Kurnia Juita is a lecturer at STKIP Citra Bakti. His scientific field is Early Childhood Education.

  • Elisabeth Sadha, Department of Early Childhood of Teacher Education, STKIP Citra Bakti, Indonesia

    Elisabeth Sadha is a student in STKIP Citra Bakti. She is a student in the Teacher Program of Childhood Education.

  • Veronika Owa Mere, Department of Early Childhood of Teacher Education, STKIP Citra Bakti, Indonesia

    Veronika Owa Mere is student in STKIP Citra Bakti. She is a student in Teacher Program of Childhood Education.

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Publiceret

2024-04-30

Nummer

Årg. 11 Nr. 6 (2024)

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