DAMPAK BIMBINGAN BELAJAR TERHADAP PERKEMBANGAN KOGNITIF DAN AKADEMIK ANAK USIA DINI: SYSTEMATIC LITERATURE REVIEW

Kurniati Kurniati; Safira Rahma Widya

doi:10.61722/jinu.v3i4.10301

Authors

Kurniati Kurniati Universitas Ibn Khaldun
Safira Rahma Widya Universitas Ibn Khaldun

DOI:

https://doi.org/10.61722/jinu.v3i4.10301

Keywords:

bimbingan belajar, anak usia dini, perkembangan kognitif, prestasi akademik, systematic literature review

Abstract

Bimbingan belajar pada anak usia dini semakin berkembang seiring meningkatnya tuntutan akademik dan kesiapan sekolah. Penelitian ini bertujuan untuk mengkaji dampak bimbingan belajar terhadap perkembangan kognitif dan prestasi akademik anak usia dini melalui pendekatan Systematic Literature Review (SLR). Metode penelitian dilakukan dengan menelusuri artikel ilmiah yang relevan melalui basis data akademik, kemudian diseleksi berdasarkan kriteria inklusi dan eksklusi serta dianalisis secara kualitatif dan kuantitatif. Hasil tinjauan menunjukkan bahwa bimbingan belajar memberikan dampak positif terhadap perkembangan kognitif dan kemampuan akademik anak, khususnya dalam literasi awal dan numerasi. Namun, beberapa studi juga mengungkapkan potensi dampak negatif seperti tekanan akademik dan berkurangnya waktu bermain. Oleh karena itu, bimbingan belajar pada anak usia dini perlu dirancang secara sesuai dengan tahap perkembangan anak

Author Biographies

Kurniati Kurniati, Universitas Ibn Khaldun

Program Studi Teknologi Pendidikan

Safira Rahma Widya , Universitas Ibn Khaldun

Program Studi Teknologi Pendidikan

References

Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975–978.

Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Pearson.

Cabrera, N. J., Karberg, E., Malin, J. L., & Aldoney, D. (2020). Cognitive stimulation in early childhood and school readiness. Child Development, 91(2), 456–472.

Chaparro, M. P., Grantham-McGregor, S., Schweinhart, L. J., & Walker, S. P. (2020). Early childhood education and human capital formation. Journal of Development Economics, 145, 102463.

Diamond, A. (2020). Executive functions. Annual Review of Psychology, 71, 135–168.

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.

Elkind, D. (2007). The hurried child: Growing up too fast too soon. Da Capo Press.

Hayati, N., Mukti, T. W., Sujarwo, S., & Wahyuni, D. S. (2022). Technology-integrated learning in early childhood education. Journal of Early Childhood Research, 20(3), 321–335.

Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902.

Hirve, M., Fernandes, G., Garg, B., & Juvekar, S. (2023). Early childhood interventions and cognitive development. Early Childhood Research Quarterly, 63, 12–25.

Howard-Jones, P., Iванов, A., Demetriou, S., & Murray, I. (2021). Neuroscience and education. Nature Reviews Neuroscience, 22, 231–243.

Ismail, R. (2023). Meta-analysis of reading interventions in early childhood. Educational Psychology Review, 35, 89–112.

Melhuish, E., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2020). Preschool influences on cognitive development. Journal of Child Psychology and Psychiatry, 61(2), 180–190.

National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs. NAEYC.

National Association for the Education of Young Children. (2020). Position statement on developmentally appropriate practice. NAEYC.

Organisation for Economic Co-operation and Development. (2021). Starting strong VI: Supporting meaningful interactions in early childhood education and care. OECD Publishing.

Ottay, T., & Rocmah, L. (2025). Differentiated learning in early childhood education. Early Childhood Education Journal, 53, 112–124.

Rachmalia, S., Anggraini, D., Putri, R. I., & Syahrial, Z. (2024). Play-based mathematics learning in kindergarten. Journal of Early Childhood Studies, 18(1), 45–60.

Robinson, K., Kraft, M. A., & Loeb, S. (2024). Virtual tutoring in early literacy. Computers & Education, 195, 104683.

Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.

Zhang, Y., Wu, X., Guo, L., & Chen, Q. (2022). Private tutoring and academic achievement. Educational Economics, 30(5), 523–541.