Kebugaran Fisik, Executive Functions, dan Kesiapan Sekolah pada Anak Prasekolah
Keywords:
Kebugaran fisik, executive functions, kesiapan sekolah, prasekolahAbstract
Kesiapan sekolah merupakan hal penting yang harus diperhatikan saat anak akan memasuki jenjang pendidikan formal. Oleh karena itu perlu dikaji faktor apa yang dianggap penting yang dapat berpengaruh pada kesiapan sekolah anak usia prasekolah. Penelitian ini bertujuan untuk mengetahui pengaruh kebugaran fisik dan executive functions pada anak prasekolah. Subyek penelitian ini adalah 232 anak TK B yang berada pada usia 66 bulan – 84 bulan di Kota Magelang. Melalui analisis regresi, hasil penelitian ini menunjukkan bahwa kebugaran fisik dan executive functions berpengaruh terhadap kesiapan sekolah anak, dimana executive functions berperan sebagai mediator.
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[2] Arnold, C., Bartlett, K., Gowani, S., & Shallwani, S. Transition to school: Reflections on readiness. Journal of Developmental Processes; 2008; 3(2), 26–38.
[3] Janus, M., & Offord, D. R. Development and psychometric properties of the Early Development Instrument (EDI): A measure of children’s school readiness. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement; 2007; 39(1), 1.
[4] van der Niet, A. G., Hartman, E., Smith, J., & Visscher, C. Modeling relationships between physical fitness, executive functioning, and academic achievement in primary school children. Psychology of Sport and Exercise; 2014; 15(4), 319–325. https://doi.org/10.1016/j.psychsport2014.02.010
[5] Buck, S. M., Hillman, C. H., & Castelli, D. M. The Relation of Aerobic Fitness to Stroop Task Performance in Preadolescent Children: Medicine & Science in Sports & Exercise; 2008; 40(1), 166–172. https://doi.org/10.1249/mss.0b013e318159b035
[6] Diamond, A. Executive Functions. Annual Review of Psychology; 2013; 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
[7] Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology; 2000; 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734
[8] Anderson, P. Assessment and Development of Executive Function (EF) During Childhood. Child Neuropsychology; 2002; 8(2), 71–82. https://doi.org/10.1076/chin.8.2.71.8724
[9] Bracken, B. A. School readiness assessment. Psychological Corporation; 2002.
[10] Merrell, K. W. Preschool and Kindergarten Behavior Scales. Test Manual. ERIC; 1994.
[11] Mackenzie, B. Performance evaluation tests. London: Electric World Plc; 2005.
[12] Ortega, F. B., Ruiz, J. R., Castillo, M. J., & Sjöström, M. Physical fitness in childhood and adolescence: a powerful marker of health. International Journal of Obesity; 2008; 32(1), 1–11
[13] Ruiz, J. R., Ortega, F. B., Gutierrez, A., Meusel, D., Sjöström, M., & Castillo, M. J. Health-related fitness assessment in childhood and adolescence: A European approach based on the AVENA, EYHS and HELENA studies. Journal of Public Health; 2006; 14(5), 269–277
[14] Monyeki, M. A., Koppes, L. L., Monyeki, K. D., Kemper, H. C., & Twisk, J. W. Longitudinal relationships between nutritional status, body composition, and physical fitness in rural children of South Africa: The Ellisras longitudinal study. American Journal of Human Biology; 2007; 19(4), 551–558.
[15] Vale, S., Trost, S. G., Duncan, M. J., & Mota, J. Step based physical activity guidelines for preschool-aged children. Preventive Medicine; 2015; 70, 78–82. https://doi.org/10.1016/j.ypmed.2014.11.008
[16] Willoughby, M. T., & Blair, C. B. Measuring executive function in early childhood: A case for formative measurement. Psychological Assessment; 2016; 28(3), 319
[17] Chaddock, L., Erickson, K. I., Prakash, R. S., VanPatter, M., Voss, M. W., Pontifex, M. B., … Kramer, A. F. Basal Ganglia Volume Is Associated with Aerobic Fitness in Preadolescent Children. Developmental Neuroscience; 2010; 32(3), 249–256. https://doi.org/10.1159/000316648
[18] Blair, C., & Razza, R. P. Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development; 2007; 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
[19] Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. The Contribution of Executive Functions to Emergent Mathematic Skills in Preschool Children. Developmental Neuropsychology; 2004; 26(1), 465–486. https://doi.org/10.1207/s15326942dn2601_6
[20] McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology; 2007; 43(4), 947–959. https://doi.org/10.1037/0012-1649.43.4.947
[21] Ciairano, S., Visu-Petra, L., & Settanni, M. Executive inhibitory control and cooperative behavior during early school years: A follow-up study. Journal of Abnormal Child Psychology ;2007; 35, 335–345
[22] Riggs, N. R., Jahromi, L. B., Razza, R. P., Dillworth-Bart, J. E., & Mueller, U. Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology; 2006; 27(4), 300–309. https://doi.org/10.1016/j.appdev.2006.04.002
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2020-05-12
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Hermahayu, H., Wimbarti, S., Paramastri, I., & Lumintuarso, R. (2020). Kebugaran Fisik, Executive Functions, dan Kesiapan Sekolah pada Anak Prasekolah. Prosiding University Research Colloquium, 36–42. Retrieved from https://repository.urecol.org/index.php/proceeding/article/view/1001
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Copyright (c) 2020 Hermahayu Hermahayu, Supra Wimbarti, Ira Paramastri, Ria Lumintuarso
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