NIM : 717191033

NAMA Amelia Djajadi

VARIABLE
ID
No. IV / Mediator /
(Penulis, Tahun, Judul Artikel, Judul Jurnal, Edisi Jurnal) DV Metode pengukuran DV Moderator

Classical curriculum math

tests at T1 and a year later, in
Mejias S, Muller C and Schiltz C (2019) Assessing Mathematical
1 Mathematical 2nd Grade (T2, 7-to-8-year-
Mathematical School Readiness. Front. School Readiness
school readiness olds): Arithmetic Number
Psychol. 10:1173. doi: 10.3389/fpsyg.2019.01173 Test
Fact Test and Kortrijkse
Rekentest-Revisie, KRT-R

Temperamental,
Children’s Behavior behavioral, and
Social-
Miller MM and Goldsmith HH (2017) Profiles of Social- Questionnaire (CBQ -106 cognitive items of
Emotional
2 Emotional Readiness for 4-Year-Old item version, Rothbart et al., 4-year-old
Readiness for 4-
Kindergarten. Front. Psychol. 8:132. doi: 2001) and Bayley Scales of kindergarten
Year-Old
10.3389/fpsyg.2017.00132 Infant Development-Second recalled as being
Kindergarten
Edition (Bayley, 1993) most ready for
school.
 Head-Toes-Knees-Shoulders
Task (HTKS, Ponitz et al.,
2008); Less Is More Task
(LM; Carlson et al., 2005);
Backward Digit Span test
(Davis and Pratt, 1996) ;
Wenz-Gross M, Yoo Y, Upshur CC and Gambino AJ (2018) Emotion Matching Task-
Pathways to Kindergarten Readiness: The Roles of Short Form (EMT-Short Direct and
3 Second Step Early Learning Curriculum (SSEL) and Kindergarten Form, Seidenfeld et al., indirect effects of
Social Emotional (SE), Executive Functioning (EF), readiness 2014) ; Challenging the SSEL
Preschool Academic and Task Behavior Skills. Front. Situations Task (CST, curriculum
Psychol. 9:1886. doi: 10.3389/fpsyg.2018.01886 Denham et al., 1994);
Preschool Self-Regulation
Assessment (PSRA) Assessor
Report (Smith-Donald et al.,
2007); Early Screening
Inventory-Revised (ESI-R,
Meisels et al., 2008)
 Delay task (adapted
from Kochanska et al., 1996);
Gift Wrap Task (Kochanska et
al., 1996); Circle Drawing task
(Bachorowski and Newman,
1985); preschool matching
familiar figure task (adapted
by Kagan, 1966); Flanker task
(adapted from Ridderinkhof
and van der Molen, 1995);
Traverso L, Viterbori P and Usai MC (2015) Improving Efficacy of a
go/no go task (adapted from
4 executive function in childhood: evaluation of a Executive group based
Berlin and Bohlin, 2002);
training intervention for 5-year-old children. Front. function (EF) intervention for 5-
dots task (Diamond et al.,
Psychol. 6:525. doi: 10.3389/fpsyg.2015.00525 year-old children
2007); backward word task
(Ciccarelli, 1998); Mr
Cucumber task (Case, 1985);
Keep Track task (adapted by
Van der Ven et al., 2011);
Colored Progressive Matrices
Test (Raven, 1947); Attention
and hyperactivity symptoms
scale, Parents version
(Cornoldi et al., 1996)
 Woodcock-Johnson Test of
Academic Achievement (WJ
III)/Bateria III Woodcock
Munoz (WJ III; Woodcock et
al., 2001); Clinical Evaluation
of Language Fundamentals—
Preschool−2 (CELF-P-2 and
CELF-P-2-Spanish; Semel et
al., 2003); WJIII/Bateria
Marti M, Merz EC, Repka KR, Landers C, Noble KG and Duch Woodcock-Munoz (Woodcock
H (2018) Parent Involvement in the Getting Ready for et al., 2001) Applied Problems Parent
5 School
School Intervention Is Associated With Changes in subtest; Test of Early involvement in
Readiness Skills
School Readiness Skills. Front. Psychol. 9:759. doi: Mathematics Ability (TEMA- GRS intervention
10.3389/fpsyg.2018.00759 3; Ginsburg and Baroody,
2003); Head-Toes-Knees-
Shoulders (HTKS; McClelland
et al., 2014); Preschool Self-
Regulation Assessment
(PSRA; Smith-Donald et al.,
2007); Social Competence
and Behavior Evaluation
Short Form (SCBE-30;
LaFreniere and Dumas, 1996)
 Raven colored matrices test
[Raven, 1938; adapted to
Brazilian Portuguese by
Angelini et al. (1999)];
Hayling test [(Burgess and
Shallice, 1997; Fonseca et al.,
2010); adapted for use in
Brazilian children by Siqueira
Cardoso CO, Seabra AG, Gomes CMA and Fonseca RP (2019)
et al. (2016)]; Go/No-Go Task
Program for the Neuropsychological Stimulation of
from the Child Brief neuropsychological
6 Cognition in Students: Impact, Effectiveness, and cognitive stimulation of
Neuropsychological
Transfer Effects on Student Cognitive performance Assessment Battery cognition
Performance. Front. Psychol. 10:1784. doi:
NEUPSILIN-Inf (Salles et al.,
10.3389/fpsyg.2019.01784
2016); Arithmetic Subtest of
the SATs (Viapiana et al.,
2016a); Single word writing
test (Smythe and Everatt,
2000; Capovilla et al., 2001);
Decoding of words and
pseudowords [developed by
Moojen and Costa (2007)]
 Positive and Negative Affect
Scale for Children (PANAS-
C; Ebesutani et al., 2012,
negative affect Adapted from Laurent et al., mindfullness
7 and meta 1999); Behavior Rating Inventory training
cognition of Executive Function – Teacher
and Parent Versions (BRIEF-T
and BRIEF-P; Gioia et al., 2000)
Vickery CE and Dorjee D (2016) Mindfulness Training in
Primary Schools Decreases Negative Affect and
Increases Meta-Cognition in Children. Front.
Psychol. 6:2025. doi: 10.3389/fpsyg.2015.02025
 Metode Pengukuran IV / Subyek / Responden HIPOTESIS HASIL
Med / Mod

Reliability was measured

by assessing internal The present study aimed to evaluate the
consistency for each of psychometric validity of the MSR test and
The MSR test offers a tool that is short
the five tasks (number Totally 346 its constituent tasks. Moreover, it
(approximately 15 min), can be administered
identification, number participants (163 determined the concurrent and predictive
individually or collectively in the classroom setting
writing, number boys) were included criterion validity of the test by evaluating
and allows to reliably evaluate early mathematic
comparison, counting, in the study. The whether 1st Graders’ performances on the
abilities, encompassing writing numbers to
and arithmetic problem mean age was 6.30 test could significantly predict their
dictation, comparing visual number symbols, and
solving) through years [± 0.35]. performances on formal mathematics tasks,
solving basic arithmetic problems.
Cronbach’s alpha and evaluated at the time of testing and 1 year
corrected item-total later in 2nd Grade of elementary school.
correlations.

A sample of local
licensed teachers of
4-year-old High cognitive skills were present in all but one of
kindergarten (N = We explored which temperament, behavior, the five clusters. Along with cognitive skills, many
Using K-means cluster
29), who had and cognitive items teachers of 4-year-old of the clusters identified the ability to follow
analysis, we explored
completed at least 1 kindergarten (N = 29) rated as highly instruction and cooperate. Clusters were
solutions of differing
year of teaching, characteristic versus uncharacteristic of differentiated by children’s degree of sociability,
numbers of clusters.
described ready 4 ready 4-year-olds. proneness to anger and frustration, activity level,
year olds. 29 enthusiasm, and patience.
Teachers ranged in
age from 26 to 60
years (M = 41.17
years, SD = 9.457)
 (1) Kindergarten readiness will be
significantly higher for children from
972 pre-
intervention classrooms compared to
kindergarten
comparison classrooms. (2) The
Structural equation children recruited
effects of SSEL on kindergarten SSEL significantly increased EF, but not SE.
modeling (SEM) from 63 preschool
readiness will be mediated by end of
classrooms aged 3 to
year SE and EF skills, pre-math skills,
5
pre-literacy/language skills, and on-
task behavior.
 75 children ranging
in age from 62 to 76
months (Mage =
68.6; SD = 3.5; 53%
female): 43 children
comprised the
Intervention included control group (M = We expected the intervention to be effective
68.6; SD = 3.6; age The training produced positive results in all of the
12 sessions, lasted 1 in improving different EF abilities, such as
range: 62–75 three principal EF components—i.e., inhibition,
month and used low- month; 58% inhibition, working memory and flexibility,
working memory and cognitive flexibility
cost materials immediately after the end of the training.
female), and 32
children comprised
the training group
(M = 68.7; SD = 3.5;
range: 63–76
months; 47%
female)
 133 Preschool
children attending
Attendance to GRS Higher levels of parent involvement with the GRS
Head Start and their
events at the school, time intervention were found to be associated with
parents who
spent at home doing GRS greater gains in early literacy, math, and self-
participated in the
activities, and usage of regulatory skills among preschoolers from
GRS intervention
digital program materials socioeconomically disadvantaged families
during the academic
year 2014–2015
PENcE was structured in
four modules, each
focusing on a different
executive component: (1)
organization and planning,
(2) inhibitory control, (3)
working memory, and (4)
cognitive flexibility.
n = 160 elementary
students in grades 3 effectiveness of the PENcE among elementary PENcE may be a useful method of improving EF and
and 4, recruited from school children and to investigate whether could benefit both school-aged children and education
two public schools in there are transfer effects to other executive, professionals.
the city of Porto cognitive, and academic abilities.
Alegre, Brazil
Child Adolescent Seventy-one children
Mindfulness Measure (36 male), 7–9 years
(CAMM, Greco et al., old (M = 7.90, SD = Paws b program in children aged 7–9 years (a) can be
2011); Emotion Expression 0.64), were recruited impact of mindfulness programs on emotional feasibly delivered by primary school teachers as part of
Scale for Children (EESC, from three primary well-being when delivered by school teachers the regular curriculum, (b) is acceptable to the majority
Penza-Clyve and Zeman, schools in North in pre-adolescence of children, and (c) may significantly decrease negative
2002); Sterling Children’s Wales, matched on affect and improve meta-cognition.
Well-being Scale (SCWBS, basic socio-economic
Liddle and Carter, 2010) characteristics