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Hubungan antara Pendidikan Anak Usia Dini dengan Kemampuan Kognitif dan Persistensi Sekolah Siswa pada Jenjang Pendidikan Dasar di Indonesia
This study analyzes the relationship between the participation of children aged 12- 18 years in early childhood education, especially in kindergarten, and its cognitive abilities and persistence. This study aims to look at the differences in cognitive abilities and persistence of children who attend and do not attend kindergarten, especially on its impact on the future condition of children. This research adopts a quantitative approach and uses secondary data, namely IFLS 5 (2014/2015), to conduct descriptive and inferential statistical analysis. The descriptive statistical analysis results showed a higher mean cognitive score and a higher proportion of graduation in children who attended kindergarten. The results of the inferential analysis found that children aged 12-14 years old who attended kindergarten gained 4.284 cognitive scores higher than those who did not attend kindergarten. Meanwhile, the children aged 15-18 years old that attended kindergarten gained 4.623 scores higher. There was a “fading-out?? effect or a decline in the score points of the cognitive component as children continue to a higher level of schooling. In terms of school persistence, no significant difference was found in children who attended kindergarten.Ada Tabel
Ketersediaan
| Call Number | Location | Available |
|---|---|---|
| 13084 | PSB lt.2 - Karya Akhir | 1 |
| Penerbit | Depok: Program Studi Ilmu Ekonomi Fakultas Ekonomi dan Bisnis UI 2021 |
|---|---|
| Edisi | - |
| Subjek | Cognitive Ability Persistence Kindergarten |
| ISBN/ISSN | - |
| Klasifikasi | - |
| Deskripsi Fisik | xii, 83 p. ; diagr. ; 30 cm |
| Info Detail Spesifik | - |
| Other Version/Related | Tidak tersedia versi lain |
| Lampiran Berkas | Tidak Ada Data |