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All Journal Educational Insights Journal of Early Childhood Education Perspectives (JECEP)
Hisyam Syafii
Universitas Muhammadiyah Yogyakarta
Arts Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Comparative Study of Conventional and Montessori Learning Methods on the Cognitive Development of Preschool Children Hisyam Syafii; Husain Azhari; Rudyn Alaldaya
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v2i1.173

Abstract

This study aims to compare the effectiveness of conventional and Montessori learning methods on the cognitive development of preschool-aged children in Indonesia. This study used a mixed-methods design with a concurrent embedded approach, where the quantitative component in the form of a quasi-experiment with a pretest–posttest control group design was the main focus, while qualitative data were used to enrich the interpretation of the results. The study sample consisted of 160 children aged 4–6 years from eight early childhood education institutions in the Special Region of Yogyakarta, who were divided into Montessori and conventional groups. Cognitive development was measured through executive function, problem-solving, and early literacy and numeracy skills using a standardized instrument adapted for the Indonesian context. Data analysis was conducted using ANCOVA with pretest scores as a covariate. The results showed that children who participated in the Montessori method had significantly higher cognitive development scores compared to those who participated in the conventional method, especially in aspects of executive function such as working memory, inhibitory control, and cognitive flexibility. These findings indicate that the Montessori method is more effective in supporting the cognitive development of preschool-aged children and has the potential to have a long-term impact on children's learning readiness.
Learning Motivation and Cognitive Development in Southeast Asian Students: A Bibliometric Analysis (2014-2024) Hisyam syafii; Rudyn alaldaya; Oprimuriandy T.D. Putra
Educational Insights Vol. 3 No. 1 (2025): June 2025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i1.122

Abstract

This study analyses research trends regarding students' learning motivation and cognitive development in Southeast Asia from 2014 to 2024 using bibliometric analysis. The study examines the necessity for an in-depth comprehension of the growth of educational psychology in this crucial location through the analysis of publishing trends, cooperation networks, and theme advancements. Employing quantitative bibliometric technique, data were gathered from the Scopus, Web of Science, and Google Scholar databases utilising systematic keyword combinations pertinent to learning motivation, cognitive development, and Southeast Asian nations. The investigation included co-occurrence mapping, temporal visualisation, and theme grouping with VOSviewer software. The findings indicate five primary thematic clusters that embody different theoretical views, illustrating a paradigmatic transition from neurobiological approaches (2014-2016) to contextual-pedagogical themes (2017-2019), ultimately leading to themes of digital-pandemic adaptability (2020-2024). The research delineates the confluence of Self-Determination Theory, Piaget's cognitive development theory, Vygotsky's social constructivism, and executive function theory into a cohesive framework. Prominent topics encompass cultural backdrop, linguistic development, and socioeconomic considerations, illustrating the distinctive complexity of Southeast Asia. The research illustrates the evolution from disparate disciplinary methods to a cohesive multi-theoretical framework, integrating achievement goal theory with growth mindset and the Technology Acceptance Model with self-regulated learning theory. These findings underscore the need for culturally sensitive and technology-enhanced educational techniques that utilise advancements in neuroscience and digital technologies to optimise student learning outcomes in the different socio-cultural contexts of Southeast Asia.
Co-Authors Husain Azhari Oprimuriandy T.D. Putra Rudyn Alaldaya Rudyn Alaldaya