ANALYSIS OF COGNITIVE ASPECTS IN EARLY CHILDHOOD LEARNING: A STUDY ON THE IMPLEMENTATION OF THE MERDEKA CURRICULUM

Dek Ngurah Laba Laksana, Yasinta Maria Fono, Angelina Kurnia Juita, Elisabeth Sadha, Veronika Owa Mere

Abstract


The aim of this writing is to analyze the cognitive aspects of early childhood learning using the Merdeka curriculum. The research method employed is the qualitative descriptive method. Data collection techniques were conducted through observation, interviews, documentation, and data analysis techniques. Descriptive data analysis was carried out to explain or present information contained in the data so that it could be better understood. The research results indicate that the application of cognitive theory in early childhood learning at Integrated Early Childhood Education Citra Bakti implements child development in accordance with the preparation of teaching aids where there are indicators related to cognitive aspects. In learning achievements, there are three stimulation elements, each containing six aspects. These three stimulation elements elaborate on the aspects of religious and moral values development, physical motor skills, cognitive, socio-emotional, language, Pancasila values, and other areas to optimize children's growth and development according to educational needs. In the Merdeka curriculum, learning achievements are outlined as learning objectives. In these learning achievements, the three achievements consist of: (1) achievement of religious and moral values learning, (2) achievement of self-identity learning, and (3) achievement of literacy basics, mathematics, science, technology, engineering, and arts learning.

 

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cognitive analysis, early childhood, Merdeka curriculum

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DOI: http://dx.doi.org/10.46827/ejes.v11i6.5343

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