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Singgih Subiyantoro
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Cognitive Development Journal
Published by Edutech Publishing Media
ISSN : -     EISSN : 30258693     DOI : https://doi.org/10.32585/cognitive
Core Subject : Education,
Other
This journal presents scientific articles that discuss various cognitive aspects, including thinking processes, memory, language, problem-solving, perception, and intelligence. The journal serves as a platform for researchers to share the latest findings, theories, research methods, and empirical discoveries in the field of cognitive development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 2 No. 2 (2024): Cognitive Development Journal" : 6 Documents clear
Project-Based Learning: An Innovative Learning Model to Improve the Understanding of Science in Fifth-Grade Students Asprila, Fiskawati Derate; Subiyantoro, Singgih
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.36

Abstract

The lack of understanding of elementary school students in the subject of science, especially the material on the human digestive system, is the background of this study. The purpose of this study is to improve the understanding of fifth-grade students on the material on the human digestive system by using the Project-Based Learning (PjBL) learning model. The method used in this study is classroom action research consisting of 2 cycles with four stages, namely planning, action, observation and reflection. The data analysis techniques used in this study are participatory observation techniques, data utilization techniques and document data analysis. The subjects of the study were 15 fifth-grade students. The results of the study showed that students' understanding increased after the PjBL model was applied, as evidenced by the percentage of students' average scores in the pre-cycle not reaching the criteria for achieving learning objectives; then in cycle I, the score increased by 13% and in cycle II it increased by 20%. This research is expected to contribute to educational institutions to provide information in improving the quality of education.
The Use of Quizizz Media to Increase Students Interest in Learning Science at Primary Schools Edi Handoko, Sofa Binti Masruroh; Singgih Subiyantoro
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.38

Abstract

Learning media should be utilized to enhance the quality of education in the digital era. It can inspire and motivate students to engage in the learning process, thereby increasing their interest in learning. This study aims to improve the learning interest of fourth-grade students by using learning media in the form of Quizizz. The research is categorized as Classroom Action Research, with the subjects being 15 fourth-grade students, consisting of 6 girls and 9 boys. Data collection instruments included observation, evaluation tests, and interviews. The Classroom Action Research design was carried out in two cycles, each consisting of the following stages, planning, implementation, observation, and reflection. The results indicate that the use of Quizizz as a learning medium effectively enhances students learning interest. In the first cycle, without the use of the Quizizz application, students learning interest reached 59.64 percent, which is categorized as moderate. In the second cycle, after implementing Quizizz, students learning interest increased to 74.29 percent, placing it in the high category. This improvement demonstrates that the use of interactive learning media such as Quizizz is effective in fostering greater student engagement. Therefore, integrating Quizizz into the learning process is a promising strategy for teachers to enhance students’ interest in learning in the fourth grade.
The Role of Counselors in Handling Traumatic Victims of Sexual Violence Rahmawati, Sinta Nalita Sari; Maynawati, Aldila Fitri Radite Nur; saputro, Billdy; Setyawan, Akhmad
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.42

Abstract

Sexual violence is a case of violence that still occurs in Indonesia, even Sukoharjo Regency. This phenomenon is of particular concern to government agencies, namely DPPKBP3A Sukoharjo Regency. This government institution has a counselor who is required to be able to meet the current needs of society. Namely in the process of assisting victims of sexual violence. This is because sexual violence that occurs on children will have a negative impact. Children who experience sexual violence will be psychologically disturbed and can disrupt their growth and development process. The role of the counselor here is very important, not only in psychological assistance but also in his role during the counseling process and carrying out the functions of a counselor. The focus of this research is the role of counselors in dealing with traumatic victims of sexual violence. The conclusion of this research is that the role of counselors is very important in treating traumatic victims of sexual violence. The programs provided by DPPKBP3A Sukoharjo Regency are very helpful in treating victims of sexual violence. Inhibiting factors and clouding factors are obstacles and opportunities in assisting the treatment of victims of sexual violence.
The Influence of Gadgets on Development Cognition in Early Childhood Betty, Yensi Yusniati; Amseke, Fredericksen Victoranto
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.43

Abstract

Cognitive development is the mental ability to process information, think, learn and solve problems. The effect of gadgets on early childhood cognitive development is very important. This is because the rapid development of technology and the increasing use of gadgets among children trigger concerns about their impact on child development and The benefits of this study are to increase parents' and educators' awareness of the impact of gadgets on child development, provide scientific information about the effect of gadgets on children's cognition, and help develop effective educational strategies. This study can also help parents and educators in making decisions about the use of gadgets and improve the quality of education and child development. This study aims to determine the effect of gadget use on early childhood cognitive development at Sabulus Naimata PAUD. The research method applied was descriptive qualitative with a population of 45 children aged 4-6 years. Data collection techniques were interviews and documentation studies. The research participants were one teacher and three parents, as well as document analysis related to the use of gadgets in PAUD. The results of data analysis show that gadget use has a significant influence on early childhood cognitive development. The influence can be positive, such as improving problem-solving skills and creativity, but also negative, such as being easily distracted, less active in playing, and difficulty concentrating. This study concludes that the use of gadgets in early childhood at PAUD Sabulus Fani Naimata has both positive and negative impacts. It is expected that parents and teachers can assist and limit children to use gadgets and balance them with other activities that support children's cognitive development.
Preparing Indonesian Primary School Teachers for Deep Learning: Readiness, Challenges, and Institutional Support Subiyantoro, Singgih; Musa, Mohamad Zain; Efendi, Agus
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.44

Abstract

The growing influence of deep learning technologies in everyday life has created new demands for educational systems worldwide, prompting efforts to introduce basic concepts of artificial intelligence at earlier stages of learning. In Indonesia, while digital literacy initiatives are gaining momentum, the preparedness of primary school teachers to teach deep learning concepts remains largely unexplored. This study aims to investigate the readiness of Indonesian primary school teachers to teach fundamental deep learning principles, identify the challenges they face, and assess the level of institutional support available to them. A mixed methods design was employed, combining quantitative survey data from 215 teachers with qualitative insights gathered through focus group interviews. The survey measured readiness across technical, pedagogical, and institutional dimensions, while thematic analysis was used to explore deeper experiences and perspectives. The findings reveal that while teachers express strong enthusiasm and recognize the importance of introducing deep learning, their technical understanding and pedagogical confidence remain moderate. Access to training opportunities and digital infrastructure emerged as critical enablers, whereas a lack of curricular guidance and institutional support was cited as major barriers. Teacher motivation is not lacking; rather, systemic support must be strengthened to turn readiness into effective practice. Preparing teachers for deep learning education requires comprehensive strategies that integrate professional development, curriculum design, and infrastructure improvement. This study enriches the limited literature on AI education at the primary level in developing countries and offers practical recommendations for policymakers and educational stakeholders seeking to build future-ready classrooms.
Pre-Service Teachers and Computational Thinking: Designing Meaningful Learning in Higher Education Krisdianto Hadiprasetyo; Exacta, Annisa Prima; Muhammad Zain Musa; Salvador V. Briones II
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.48

Abstract

This study aims to understand the students’ computational thinking skills in statistics. The type of research is descriptive with a qualitative approach. The data collection techniques in this study include 1) Tests; 2) Interviews; 3) Documentation; and 4) Validation Sheets. The data analysis in this study involves: 1) Data condensation; 2) Data presentation; 3) Verification; and 4) Conclusion drawing. The validity of the data in this study is ensured using the technique of triangulation. Subjects were selected using purposive sampling. The instruments used were two statistical problem-solving questions. The results showed that in solving the first and second questions, the respondents could address the problems using the components of Computational Thinking, starting with decomposition, abstraction, and algorithm tasks. However, the pattern recognition component was not evident in the problem-solving process, even though some respondents gave incorrect answers. This was because the respondents did not fully understand the questions. They only read the questions once or twice, so the information was not fully comprehended. Additionally, the respondents only considered the simplest path and overlooked more complex paths in solving the second question. Students can carry out abstraction and algorithmic tasks, but they still struggle with decomposition and pattern recognition. Keywords: student, mathematics, statistics, computational thinking, ability

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