THE DIFFERENCES IN COGNITIVE DEVELOPMENT IN CHILDREN 3-6

YEARS OLD THAT ARE EXERCISING EARLY CHILDREN AND NOT IN

PANTI VILLAGE PANTI DISTRICT

RESEARCH PROPOSAL

by:

Stefanie Hapy Lisabella

NIM 172310101173

BACHELOR NURSING STUDY PROGRAM

NURSING FACULTY

UNIVERSITY OF JEMBER

2020
2
 THE DIFFERENCES IN COGNITIVE DEVELOPMENT IN CHILDREN 3-6
YEARS OLD THAT ARE EXERCISING EARLY CHILDREN AND NOT IN
PANTI VILLAGE PANTI DISTRICT

RESEARCH PROPOSAL

Asked to Complete the Final Project of English for Nursing Program, Faculty
of Nursing, University of Jember

by:

Stefanie Hapy Lisabella

NIM 172310101173

BACHELOR NURSING STUDY PROGRAM

NURSING FACULTY

UNIVERSITY OF JEMBER

2020

STATEMENT

I, the undersigned below:

Name : Stefanie Hapy Lisabella

NIM : 172310101173

3
 To state in truth that a scientific paper is entitled "Differences in
Cognitive Development in Children aged 3-6 Years Who Underwent Early
Childhood Education and Not in the Panti Village, Panti District" that I write is
really my own work and not plagiarism, except in citing the substance of the
source that I have written and have not. has been submitted to any institution.
I am responsible for the validity and correctness of its contents in accordance
with the scientific attitude that I uphold. Aoabila can prove later that the
scientific work that I write is the result of plagiarism, so I am willing to accept
sanctions for this act.

Thus, I make this celebration in truth, without any pressure and

coercion from any party and am willing to get academic sanctions if it is not
correct today.

Jember, 27 December
2020

That states.

Stefanie Hapy Lisabella

NIM 172310101173

TABLE OF CONTENTS
preliminary 5
Background 5

4
 Formulation of the problem 5

Purpose 5

Benefits of Research 6

Research Authenticity 6

Overview Theory 8
Children's cognitive development 8

early childhood education programs 9

Theory Framework 9

Conceptual framework.................................................. ..................................................

................ 10

Conceptual framework 10
Hypothesis 10

Research Methodology................................................... .................................................. ......

11

Types of research 11
Population and Sample 11

Research sites 11

Research time 11

Operational definition 12

Data collection 12

Data Management 13

Data Analysis 13

Research Ethics 14

References 15

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 CHAPTER I INTRODUCTION

1.1 Background
Early childhood development is the foundation for children to live
their lives in the future because at this time, children are in a golden age
throughout the life span of human development. (Egeten, et al. 2017).
Developmental delays occur when children develop slower physical,
emotional, social and communication skills than normal ranges based on
developmental stages based on age. Cognitive delays can affect
intellectual function, impair awareness and can cause learning difficulties.
Based on these problems, the solution that can be done is to
provide stimulation from an early age to children. Early Childhood
Education (PAUD) can be used as a method that can support children's
development. This is because the learning methods used include the
storytelling method, the conversation method, the question and answer
method, the music method, the field trip method, and the demonstration
method so that they can help stimulate the child's optimal level of
development.
1.2 Formulation of the problem
Based on the above background, the researcher can formulate the
problem "are there differences in cognitive development in children aged
3-6 years who undergo Early Childhood Education and not in Panti
Village, Panti District".
1.3 Research purposes
1.3.1 General purpose
This study aims to determine the relationship between early childhood
education (PAUD) and cognitive development of preschool children (3-
6 years).
1.3.2 Special purpose

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 1. To determine the level of cognitive development of children who take
Early Childhood Education (PAUD).
2. To determine the level of cognitive development of children who do not
take Early Childhood Education (PAUD).
3. To determine the differences in the development of cognitive abilities
between children who take Early Childhood Education (PAUD) and
those who do not.
1.4 Benefits of Research
The results of this study are expected to be additional knowledge and
knowledge about the level of cognitive development of preschool
children who attend PAUD and not, so that parents can find out the
factors that support cognitive development in children.
1.5 Research Authenticity
research entitled "Differences in cognitive development between 3-6 year
olds who undergo early childhood education and not in Panti Village, Panti
District"Has never been done. There are several studies that support this
research, one of which is research conducted by Eka Christina Egeten, et
al. In 2017 entitled "The Relationship of Early Childhood Education (PAU
D) and Cognitive Development of Preschool Children in Pakuweru Village,
Tenga District, South Minahasa Regency".
Difference Previous research Research now
Title The Relationship of Early Differences in Cognitive
Childhood Education (PAUD) Development between 3-6
and Cognitive Development of Years Old Children Who
Preschool Children in Underwent Early Childhood
Pakuweru Village, Tenga Education and Not in Panti
District, South Minahasa Village, Panti District
Regency
Place of research Pakuweru Village, Tenga Panti Village, Panti District
District, South Minahasa
Regency
Research Year 2017 2020

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Researcher Eka Christina Egeten, Amatus Stefanie Hapy Lisabella
Yudi Ismanto, and Wico
Silolonga
Dependent Variable Cognitive Development Cognitive Development
Sampling Technique Total Sampling Stratified Random Sampling
Measuring instrument Using a questionnaire sheet Using the Wechsler Preschool
and Primary Skill of
Intelligence-Fourth Edition
(WPPSI-IV), namely the
Primary Scale.

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 CHAPTER 2. LITERATURE REVIEW

2.1 Concept Theory

2.1.1 Children's Cognitive Development
According to Jean Piaget, there are four different stages in Piaget's theo
ry of development. The first stage, sensory motor, occurs from birth to two ye
ars of age. The second stage is the preoperative stage which occurs when th
e child is 2-7 years old. The preoperative stage is divided into two sub-section
s, namely preconceptual and intuitive. Preconceptual subsection occurs at th
e age of 2 - 4 years. The next subsection occurs at the age of 4-7 years. The
stage that occurs at the age of 7-11 years is the concrete operational stage.
Children rapidly improve their cognitive abilities. The last stage is the stage th
at occurs from 12 years of age to adulthood, namely the formal operational st
age. Mature cognitive abilities have been achieved.
There are 2 influencing factors, namely internal and external. The followi
ng are internal factors, including: 1)Congenital disease, that is in the form of g
enetic and congenital diseases. 2) Prenatal factors, the condition of the moth
er before birth. 3) Perinatal status, premature babies and babies with low birth
weight have a high risk of neurological and intellectual disorders. The next infl
uencing factors are external factors, including: 1) Socio-economic, socio-econ
omic environment. 2) Family environment, 3) Acquired disease, development
can change drastically due to disease. 4) Postnatal Factors, 5) Stimulation,
Cognitive development disorders occur when a child is unable to achiev
e age-appropriate cognitive development. This will affect the development of
other aspects such as language, social and emotional. The terms often used t
o describe disorders of cognitive abilities are mental retardation, intellectual di
sabilities, mental disabilities and learning disorders.
2.1.2 Definition of early childhood education
According to Law Number 20 of 2003 concerning the National Educatio

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n System Article 1 point 14 states that Early Childhood Education is a coachin
g effort aimed at children from birth to six years of age which is carried out thr
ough providing educational stimuli to assist physical growth and development
and spiritual so that children have readiness to enter further education.
2.2 Theoretical Framework

Cognitive
development
disorders

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 CHAPTER 3. CONCEPT FRAMEWORK
3.1 Conceptual Framework

Cognitive Early childhood

Development education programs:

Cognitive development PAUD method:

in preschoolers:
1. Chat
1. Social interactions 2. Question and
2. Registration answer
3. Attention 3. Study tours
4. Remember 4. Demonstration
5. Language 5. Sociodrama / role
6. draw playing
6. Experiment

Figure 3.1 conceptual framework

Information:
: researched

: take effect
: cause and effect

3.2 Research Hypothesis

Hypothesis in research means a temporary answer from a study whose
truth will be proven in that research. The hypothesis in this study is as follows:
Ha: there are differences in cognitive development between children who
undergo Early Childhood Education and not in the Panti Village, Panti District.

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 CHAPTER 4. RESEARCH METHOD
4.1 Research Design
In this study the authors used a quantitative approach with a cross-
sectional method with the aim of obtaining information from respondents
through the sample studied. Based on the background and problem
formulations that have been mentioned, this study uses a quantitative
approach to measure the differences in cognitive development of children
aged 3-6 years who attend early childhood education and not in Panti Village,
Panti District.
4.2 Population and Research Sample
4.2.1 Research Population
According to Sugiyono (2012, p. 80) says that the population is also not
only the number of objects / subjects studied, but also includes all the
characteristics / properties possessed by the subject / object. The population
used as the object in this study were all children aged 3-6 years who live in
Panti Village, Panti District.
4.2.2 Research Sample
According to Sugiyono (2012, p. 118), the sample is part of the total
characteristics of the population. The sample taken from the population must
be truly representative (representative), therefore we have inclusion and
exclusion criteria.It is estimated that the population of this study is more than
100 people.
4.3 Research Place
This research was conducted in Panti Village, Panti District. This location is
based on the consideration that in the Panti Village there is only 1 (one)
PAUD and the access is far enough that it is interesting to study.
4.4 Research Time
This research will be carried out from the date of the issuance of the
research permit with a target time of completion of approximately 6 (six)

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 months, which consists of data collection, data processing, and guidance.
4.5 Operational Definitions

Variable Operational definition Indicator Measuring Scale Score

instrument
Independent Guidance efforts aimed at Government Republic of Nominal -
variable: Early children from 0-6 years old Regulation of the Indonesia
Childhood are carried out by providing Republic of Indonesia Government
Education (PAUD) educational stimuli to assist Number 27 of 1990 Regulation
physical and spiritual growth concerning Preschool Number 27 of
and development. Education from 1990 regarding
Chapter I Article 1 Preschool
concerning General Education
Provisions to Chapter
VIII Article 14
concerning Educational
Personnel.
Dependent Cognitive development Primary scale (3-6 Wechsler Ordinal Very Superior (>
variable: explains how children adapt years) Preschool And 130), Superior
Cognitive and interpret objects from the VCI has Vocabulary Primary Skill of (120–129), High
Development events around them. How do and Information Intelligence- Average (110–
children learn the Receptive indicators. Fourth Edition 119), Average
characteristics and functions VSI has Block Design (WPPSI-IV) (90–109), Low
of objects such as toys, and Object Assembly Questionnaire Average (80–
furniture and food, as well as indicators. Meanwhile, 89), Borderline
social objects such as WMI has Picture (70–79),
themselves, parents, and Memory and Zoo Extremely Low
friends. Lotions indicators. (<69) .

4.6 Data Collection

In this study, data was collected using the Wechsler Preschool And
Primary Skill of Intelligence-Fourth Edition (WPPSI-IV) measurement
instrument, namely the Primary scale (3-6 years). Primary scale has 3
components, namely Verbal Comprehension Inex (VCI), Visual Spatial Index
(VSI) and Warking Memory Index (WMI). VCI has Vocabulary and Information
Receptive indicators. VSI has Block Design and Object Assembly indicators.

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Meanwhile, WMI has Picture Memory and Zoo Lotions indicators.Scoring and
assessment is done by adding up the scores on each subtest. After that, chan
ges were made from the Raw Score to the Scaled Score for each subtest. Aft
er that, the Scaled Score on the verbal subtest is added up, as well as the Sc
ale Score on the performance subtest. Both will produce each - each Verbal
Score, Performance Score, and Total Score. Use the table in the manual to c
onvert these scores to Verbal IQ, Performance IQ, and Total IQ, and determin
e the category according to David Wechsler's IQ category, namely;Very
Superior (> 130), Superior (120–129), High Average (110–119), Average (90–
109), Low Average (80–89), Borderline (70–79), Extremely Low (<69) .
4.7 Data Processing

The coding in this study was to enter data in the form of values and results
from the calculation of cognitive development. One example is categorization
1 forVery Superior (> 130), and 7 for Extremely Low (<69). Followed by entry
in the processing of SPSS 3.0 statistical data and checking again in the
Cleaning phase.
4.8 Data Analysis
The data analysis that the writer uses is quantitative analysis. The data
analysis technique in this study used non-parametric statistics because the
type of data analyzed was in an ordinal scale. Non-parametric statistics are
used to analyze classified or categorical data. This study uses a normality
test before carrying out a bivariate analysis, the point is to determine the
normality of the research data. The sample in this study was estimated to be
more than 100 people, so using the Kolmogrov-Smirnov. As for the bivariate
analysis test used was the Mann-Whitney test if the frequency distribution of
the study was not normal. However, if the distribution of this study is normal
then I will use the unpaired T test.
4.9 Research Ethics

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4.9.1 Informed Consent
Researchers provide explanations to respondents about the aims and
objectives of the study. Furthermore, respondents are given the opportunity to
determine their decision whether to be willing to be respondents or not. If the
respondent is willing, then the respondent signs a statement sheet.
4.9.2 Anonymous
In this study we did not include the names of respondents, either
children or their parents, although in data collection we provided a name
column to make it easier for us to categorize or initialize. This is useful for
protecting the privacy and anonymity of our research.
4.9.3 Confidentiality
The confidentiality contained in our research ethics is intended to
safeguard any data related to the collection of data we need, such as name,
level of cognitive development, etc. We will store data in a cupboard with a
key and a softfile that we will store in a flash drive that has a security in the
form of a password to allow only us to be able tothe ice.

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