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DIFFERENCES IN COGNITIVE
DEVELOPMENT IN 3-6 YEARS OLD
CHILDREN WHO ARE UNDERING
EARLY CHILD EDUCATION AND NOT IN
PANTI VILLAGE, PANTI DISTRICT
By:

Stefanie Hapy Lisabella

NIM 172310101173
Class A
Background Development child age early is a foundation for child
to undergo his life in period that will come Tradition of Excellenc

. Education Child Age Early (PAUD) could made into

wrong one method that could support development
child

Parents who are still hesitant about sending their

children to PAUD

Follow early childhood education programs Not attending early childhood education

Is tget difference cognitive development of

children?
 Formulation of the problem
Is there a difference in cognitive development on
child age 3-6 year that undergo Education Child
Age Early and not in Village House districts
House ?
General purpose
Research this aim at to knowing existence
relationship Among Education Child Age
Early (PAUD) with development cognitive
child age preschool (3-6 year).
Special purpose Tradition of Excellenc
 Identify difference development ability cognitive Among
child that take Education Child Age Early (PAUD) with that
not.
 To knowing level development cognitive child that take and
don't take Education Child Age Early (PAUD).
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.
Authenticity Research
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 Review References
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Cognitive development PAUD

- Definition PAUD is a something effort coaching

- Child development stage that aimed at to child that done through
- Factor influencing child development giving stimulation education to help
- Impaired cognitive development of growth and development physical and
children spiritual

Metode learning:
method tell a story, method chatted,
method asked answer, method music,
method study tours, and method
demonstration
Theory Framework
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 Conceptual framework
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The relationship between variables in this study
is an asymmetrical relationship in which the
independent variable (free) affects the
dependent variable (bound).
Research Hypothesis
Tget differences in cognitive development
between children undergoing Early Childhood
Education and not in the Panti Kecamatan Village
House
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Research Design

Design Research Data Retrieval

Technique
In this study the authors used
In this study the authors used the
approach comparative quantitative a cross-sectional data
collection technique
Population and Sample Research
Population
The population used as the object in
this study were all children aged 3-6
years who live in Panti Village,
District House.
Technique Sampling
The technique used in taking research
samples using methods Purposive
sampling.
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Criteria Exclusion Inclusion Criteria
Sample
The sample taken from the population
must be truly representative (represent),
therefore we have criteria inclusion. It is
estimated that the population of this study
is more than 100 people.

Research sites
• The plan where this research
will be carried out in
Orphanage village, Panti
sub-district, districts Jember,
East Java.
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Time Research
• 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) months, which
consists of the data
collection process, data
processing, to the guidance
process..
 Operational definition
Variable Operational definition Indicator Measuring Scale Score
instrument Tradition of Excellenc
Variable independent : Upaya coaching aimed at children Government Regulation of the Republic of Indonesia Nominal -
Education Child Age from 0-6 years old which is carried out Republic of Indonesia Number Government
Early (PAUD) through the provision of educational 27 of 1990 concerning Regulation Number
stimuli to assist physical and spiritual Preschool Education from 27 of 1990 regarding
growth and development. Chapter I Article 1 concerning Preschool Education
General Provisions to Chapter
VIII Article 14 concerning
Educational Personnel.
Dependent variable: Cognitive development explains how Primary scale (3-6 years) Wechsler Preschool Ordinal Very Superior (> 130),
Cognitive Development children adapt and interpret objects VCI has Vocabulary And Primary Skill of Superior (120–129),
from the events around them. How do and Information Intelligence-Fourth High Average (110–
children learn the characteristics and Receptive indicators. Edition (WPPSI-IV) 119), Average (90–
functions of objects such as toys, VSI has Block Design Questionnaire 109), Low Average
furniture and food, as well as social and Object Assembly (80–89), Borderline
objects such as themselves, parents, indicators. Meanwhile, (70–79), Extremely
and friends. WMI has Picture Low (<69) .
Memory and Zoo
Lotions indicators.
Data collection
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• In this study, the data were collected using instruments pengukuran Wechsler
Preschool And Primary Skill of Intelligence-Fourth Edition (WPPSI-IV)
• Scoring and appraisal done with add up score on respectively - respectively
subtest. After that, done change from Raw Score Becomes Scaled Score on
respectively - respectively subtest. After that, Scaled Score on verbal subtest
on add up, so also Scale Score on subtest performance. Both will produce
respectively - respectively Verbal Score, Performance Score, and Total Score.
• category corresponding with category IQ from David Wechsler, that is; Very
Superior (> 130), Superior (120–129), High Average (110–119), Average (90–
109), Low Average (80–89), Borderline (70–79), Extremely Low (<69) .
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Data processing Data analysis

Bivariate
Coding • non-parametric by reason of the type of data
analyzed in the scale ordinal
• This research uses test normality, with samples in
Data entry this study it was estimated that more than 100
people, then used Kolmogrov-Smirnov.
• the bivariate analysis test inUse is test Mann-
Cleaning Whitney if distribution frequency research not
normal. If normal then me will use test T not in
pairs.
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Research Ethics

Approval Confidentiality

Anonymity
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