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Journal articles on the topic 'Piaget's Theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Ega Gradini. "TEACHING MATHEMATICS WITH PIAGET'S THEORY." Visipena Journal 4, no. 1 (2013): 1–7. http://dx.doi.org/10.46244/visipena.v4i1.98.

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Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a descriptio

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2

Morss, John R. "The Construction of Perspectives: Piaget's Alternative to Spatial Egocentrism." International Journal of Behavioral Development 10, no. 3 (1987): 263–79. http://dx.doi.org/10.1177/016502548701000301.

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This paper explores longstanding inconsistencies in Piaget's account of the development of spatial representation and perspective-taking. It is argued that Piaget effectively develops an "alternative" theoretical position alongside but quite incompatible with the well-known theory of spatial egocentrism. This alternative theory focuses on the general differentiation of perspectives as such. The origins of both accounts are traced in Piaget's early writings, and detailed consideration is given to the findings of the original "three mountains" experiment. The place of both theories in The child'

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Foster, James D., and Glenn T. Moran. "Piaget and Parables: The Convergence of Secular and Scriptural Views of Learning." Journal of Psychology and Theology 13, no. 2 (1985): 97–103. http://dx.doi.org/10.1177/009164718501300202.

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Jean Piaget is widely acclaimed as a developmental theorist who has contributed much to the understanding of how children learn. While many educators adhere to Piaget's model of learning, few realize that techniques similar in structure were used by Jesus 2000 years ago. Basic components of Piaget's theory, namely assimilation, accommodation, and disequilibration of the learner, are evidenced in the parabolic method used by Jesus. This comparison between Piaget's theory and Christ's parabolic method suggests that an effective teacher would cognitively activate and disequilibrate the learner. I

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DeVries, Rheta. "Piaget's Social Theory." Educational Researcher 26, no. 2 (1997): 4–17. http://dx.doi.org/10.3102/0013189x026002004.

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5

Başkale, Hatice, Zuhal Bahar, Günsel Başer, and Meziyet Ari. "Use of Piaget's theory in preschool nutrition education." Revista de Nutrição 22, no. 6 (2009): 905–17. http://dx.doi.org/10.1590/s1415-52732009000600012.

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The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the developmental stages of childhood. The purpose of this article is to describe Piaget's theory and nutritio

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Anggraeni, Nur Diyati, Waviq Kumala Dwi Alviana, Desy Fitriya Wahyuni, et al. "ANALISIS PERKEMBANGAN PESERTA DIDIK MENURUT TEORI JEAN PIAGET DAN PENGIMPLEMENTASIANYA PADA PEMBELAJARAN IPA SMP." EDUSAINTEK: Jurnal Pendidikan, Sains dan Teknologi 11, no. 3 (2024): 1503–19. http://dx.doi.org/10.47668/edusaintek.v11i3.1252.

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Cognitive development starts from concrete thinking processes to higher levels, namely abstract and logical concepts. According to Piaget, children are naturally interested in the world and actively seek information that can help them understand that world. This research aims to describe students' cognitive development based on Jean Piaget's theory of development and how it is implemented in science learning at junior high school level. This research uses qualitative research methods with a descriptive analysis approach. This means that in this research the researcher chose to use primary and

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7

Meacham, J. A. "Piaget's Theory or Piagetian Theories?" Contemporary Psychology: A Journal of Reviews 39, no. 1 (1994): 58–59. http://dx.doi.org/10.1037/033816.

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OHAMA, Kikuko. "THE DEVELOPMENT OF PIAGET'S THEORY: ON THE CENTENARY OF JEAN PIAGET'S BIRTH." Annual Report of Educational Psychology in Japan 36 (1997): 144–55. http://dx.doi.org/10.5926/arepj1962.36.0_144.

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Cahyaningsih, Esty, and Sedya Santosa. "The Implication of Piaget’s Cognitive Theory on Indonesian Learning through Bigbook." Pedagogi: Jurnal Ilmu Pendidikan 24, no. 1 (2024): 80–88. http://dx.doi.org/10.24036/pedagogi.v24i1.2020.

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Abstrak Di tingkat madrasah ibtidaiyah pelajaran Bahasa Indonesia menjadi sangat penting karena siswa diharapkan dapat memahami konsep bacaan, menggunakan dan merefleksikan bacaan tertulis untuk mencapai tujuan sesuai keperluan. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana Implikasi Teori Belajar Kognitif Piaget Dalam Pembelajaran Bahasa Indonesia Melalui Bigbook. Metode penelitian yang digunakan dalam penelitian ini menggunakan metode kualitatif studi kasus. Penelitian ini dilaksanakan di madrasah ibtidaiyah NU Tarbiyatuth Thullab. Peneliti menggunakan wawancara, observasi, da

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10

Nurrenbern, Susan C. "Piaget's Theory of Intellectual Development Revisited." Journal of Chemical Education 78, no. 8 (2001): 1107. http://dx.doi.org/10.1021/ed078p1107.1.

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Zana, H. Babakr, Mohamedamin Pakstan, and Kakamad Karwan. "Piaget's Cognitive Developmental Theory: Critical Review." Education Quarterly Reviews 2, no. 3 (2019): 517–24. https://doi.org/10.31014/aior.1993.02.03.84.

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In the last century, Jean Piaget proposed one of the most famous theories regarding cognitive development in children. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural a

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Huda, S. Thoriqul, and Endro Tri Susdarwono. "HUBUNGAN ANTARA TEORI PERKEMBANGAN KOGNITIF PIAGET DAN TEORI BELAJAR BRUNER." Jurnal Muassis Pendidikan Dasar 2, no. 1 (2023): 54–66. http://dx.doi.org/10.55732/jmpd.v2i1.58.

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This study intends to provide a description related to the correlation of Jean Piaget's cognitive development theory to Jerome S. Bruner's learning theory in learning related to the process of rainbow occurrence. The correlated relationships include the pre operational stage of Piaget's theory to the iconic stage of Bruner's theory, and the relationship of Piaget's concrete operational stage to the symbolic stage of Bruner's theory. The quantitative research design used was the pre-experimental design, with the form of the pre-experimental design used being the one-shot case study design. This

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Jadidah, Ines Tasya, Rizka Annisah, Meta Melinda, Padiman Padiman, and Kaliana Anggilin. "Analysis of the Implications of Learning Elementary Mathematics According to Jean Piaget's Theory." Journal Of Dehasen Educational Review 4, no. 02 (2023): 139–44. http://dx.doi.org/10.33258/joder.v4i02.4256.

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The purpose of this study is to describe the concept of learning mathematics in elementary schools based on Jean Piaget's theory. The focus of the research is the implementation of mathematics education in elementary classes according to Jean Piaget's theory. The research method used in this study is qualitative research by collecting information or data through different literature, such as different reference books, articles and magazines related to the problem. in the hands of researchers. The object of this research is the implications of elementary school mathematics learning activities b

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Duveen, Gerard. "Piaget ethnographer." Social Science Information 39, no. 1 (2000): 79–97. http://dx.doi.org/10.1177/053901800039001005.

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Although there have been extensive discussions of Piaget's theory, relatively little attention has been given to his research methods. Indeed, where Piaget's methods have been discussed they have generally been attacked for what are perceived as limitations and inadequacies. However, both in his work based on observations of infants and particularly in the clinical interviews with children and adolescents Piaget's research can be seen as a striking demonstration of the power of the systematic use of qualitative methods. Piaget's work in fact offers a paradigmatic example of an interpretive met

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Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology." Evolutionary Psychology 1, no. 1 (2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

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Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is un

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Habsy, Bakhrudin All, Amalia Putri Rachmawati, Rima Faradillah Wati Fidaus Wiyono, and Aulia Rakhmanita. "Penerapan Perkembangan Kognitif Jean Piaget dan Perkembangan Bahasa Vygotsky dalam Pembelajaran." TSAQOFAH 4, no. 1 (2023): 143–58. http://dx.doi.org/10.58578/tsaqofah.v4i1.2143.

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In this research, researchers are interested in examining the application of Jean Piaget's cognitive development and Vygotsky's language development in learning. The aim of this research is to deepen understanding of the application of Jean Piaget's cognitive theory and Vygotsky's language theory in learning. In his research, the researcher used a qualitative approach through literature study. Literature study is the object studied in this research, namely the application of Jean Piaget's cognitive development and Vygotsky's language development. The results of this research can be said that l

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Erawati, Ni Ketut, and Putu Budi Adnyana. "IMPLEMENTATION OF JEAN PEAGET’S THEORY OF CONTRUCTIVISM IN LEARNING: A LITERATURE REVIEW." Indonesian Journal of Educational Development (IJED) 5, no. 3 (2024): 394–401. https://doi.org/10.59672/ijed.v5i3.4148.

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The theory of constructivism, developed by Jean Piaget, emphasizes that knowledge is constructed through directexperience and social interaction. The implementation of constructivist principles in learning aims to create an environment that supports students' active exploration and deep understanding. This article examines various methods of applying Jean Piaget's theory in educational contexts, including problem-based learning, projects, hands-on experiments, and group discussions. The method used in this research is a literature review by reviewing several relevant literature studies related

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Sampel Korompis, Ferry Laurens. "Piaget's Theory in Mathematics Education in Elementary School." International Journal of Research and Review 10, no. 6 (2023): 82–92. http://dx.doi.org/10.52403/ijrr.20230612.

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Since the passing of Law No. 2 of 1989, the landscape of education in Indonesia should be distinguished by the consistency of its system, thus by a series of adjustments. Some possible adjustments to the primary school curriculum to the high school level include (1) imbalances in the effective learning offered. This is supported by the fact that, since the implementation of the national exam (in elementary schools), the field of mathematics studies has one of the lowest average values among national exam subjects. (2) The ongoing curriculum's requirements not fit with students intellectual dev

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Habsy, Bakhrudin All, Popo Indra Malora, Dwi Rahayu Widyastutik, and Trya Ayu Anggraeny. "Teori Jean Piaget vs Lev Vygotsky dalam Perkembangan Anak di Kehidupan Bermasyarakat." TSAQOFAH 4, no. 2 (2023): 576–86. http://dx.doi.org/10.58578/tsaqofah.v4i2.2325.

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Child development in the context of social life is a complex and important topic in developmental psychology. Two theories that have greatly influenced the understanding of children's development in social settings are those of Jean Piaget and Lev Vygotsky. Jean Piaget's theory explains the urgency of the role of cognition in children's development. Piaget describes children constructing their own knowledge through stages of cognitive development. In the context of social life, Piaget's theory highlights how children acquire and adapt knowledge through interaction with their social environment

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Huang, Felicia, and Suprayogi Suprayogi. "Psychological Cognitive Development of the Main Character in Tangled (2010) Movie." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 12, no. 2 (2025): 2908–24. https://doi.org/10.24256/ideas.v12i2.5752.

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This research explores the cognitive development of Rapunzel, the main character in Disney’s Tangled (2010), using Jean Piaget’s theory of cognitive development as a framework. Piaget's framework, based on stages—Sensori-motor, Preoperational, and Formal Operational are applied to analyze Rapunzel’s growth from a sheltered upbringing to self-discovery. The research employs a descriptive qualitative method, focusing on scenes and dialogue to track how her thinking develops. The research shows how Rapunzel learns to think logically, solve problems, and understand more complex ideas. Her journey

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Sanghvi, Pia. "Piaget's theory of cognitive development : a review." Indian Journal of Mental Health 7, no. 2 (2020): 90. http://dx.doi.org/10.30877/ijmh.7.2.2020.90-96.

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22

Clark, S. C. "Piaget's theory and its value for teachers." Educational Philosophy and Theory 27, no. 2 (1995): 64–88. http://dx.doi.org/10.1111/j.1469-5812.1995.tb00240.x.

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23

Petersen, Arne Friemuth. "Review Essays : Piaget's Theory of Knowledge Delineated." Philosophy of the Social Sciences 20, no. 2 (1990): 222–32. http://dx.doi.org/10.1177/004839319002000206.

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Kamii, Constance. "Piaget's theory and the teaching of arithmetic." Prospects 26, no. 1 (1996): 99–111. http://dx.doi.org/10.1007/bf02195611.

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Zahidah Nabilah, Kumaidi, Yudhi Satria Restu Artosandi, and Aniq Hudiyah Bil Haq. "The relationship between peer social support and self-regulated learning in Samarinda Ulu state junior high school students." Proceeding of International Conference on Healthy Living (INCOHELIV) 1, no. 1 (2024): 159–64. http://dx.doi.org/10.24123/incoheliv.v1i1.6555.

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Purpose: At the age of 2-7 years, based on Piaget's theory, children are in the pre-operational stage. At this stage, children have the ability to understand mathematical concepts concretely through sensory and interactive experiences. Strategies are needed to improve the children's cognitive abilities. This research aims to provide an overview of early childhood cognitive development at the pre-operational stage in the introduction of geometric shapes. Method: Researchers used a descriptive qualitative approach to interpret and explain patterns of behavior of children who are in the pre-opera

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Reza Wasilul Umam. "BECOMING AN IDEAL PERSON TODAY: A COMPARATIVE ANALYSIS OF ABDUL KARIM AL-JILI'S AND JEAN PIAGET'S THOUGHT ON THE PERFECT HUMAN." Al'Adalah 26, no. 1 (2023): 19–31. http://dx.doi.org/10.35719/aladalah.v26i1.347.

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Research on Islamic studies will always continue and will continue to grow. This paper compares Abdul Karim al-Jili's and Jean Piaget's thoughts on the perfect human, especially in the tasawwuf. Al-Jili divides the levels insan kamil into three stages: al-bidayah, at-tawasuth, and al-khitam. From each step of becoming an ideal person, there is a part of the stage that humans must go through mujahadah, riyadoh, ma’rifat, mortal', musyafah, and musahadah. Meanwhile, to achieve Piaget's theory emphasizes the learning process according to the pattern of individual cognitive development stages. Acc

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Walczak, Paweł. "why piaget does not philosophize? critical discussion of gareth b. mathews with the piagetan concept of cognitive development." childhood & philosophy 15 (January 30, 2019): 01–26. http://dx.doi.org/10.12957/childphilo.2019.39320.

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TThis article analyzes the critique of the Piagetan theory of intellectual development made by American philosopher Gareth B. Matthews (1929-2011). Matthews analyzes Piaget's ideas from the perspective of the meaning and possibility of philosophizing among children. His use of Piaget is particularly relevant today because the theory of cognitive development has shaped modern education and contributes to the preservation of skepticism about children's philosophy. The article reconstructs and interprets Matthews' arguments, which consistently and systematically show that Piaget misunderstood chi

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Indriyani Ma'rifah and Ahmad Asroni. "Jean Piaget's Constructivism in Islamic Religious Education." Edulab : Majalah Ilmiah Laboratorium Pendidikan 9, no. 1 (2024): 19–32. http://dx.doi.org/10.14421/edulab.2024.91.02.

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Islamic Religious Education (PAI) learning in Indonesia continues to develop so that it is effective and relevant to the needs of the times. The priority of the PAI learning approach is to help students understand, internalize, and apply values in everyday life. Jean Piaget's constructivist theory is an approach that is relevant to the phenomenon of PAI learning development. This study examines the relevance of Jean Piaget's constructivist philosophy to PAI in Indonesia. This study is a literature review that explores Piaget's constructivist concepts and their implementation in PAI using the

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Nurhabibah, Siti. "The Relevance of Jean Piaget’s Theory of Moral Development in Addressing The Challenges of The Society 5.0 Era." Proceedings of International Conference on Education 3, no. 1 (2025): 233–38. https://doi.org/10.32672/pice.v3i1.3480.

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The Society 5.0 era is characterized by the harmonious collaboration between technology and humans to create a better life. Rapid technological developments offer children access to various learning resources but simultaneously open the door to ambiguous or even contradictory moral values. This study aimed to describe the relevance of Jean Piaget's theory of moral development in addressing the challenges of the Society 5.0 era, using a literature review approach. Moral development in children begins with observing behaviors and judging them as right or wrong, followed by the imitation of those

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Ahmad Radenan Mohd Shukri and Hasnah Toran. "JEAN PIAGET COGNITIVE LEARNING THEORY AND STUDENT TEACHING STRATEGIES WITH SPECIAL EDUCATION NEEDS." Special Education [SE] 3, no. 1 (2025): e0033. https://doi.org/10.59055/se.v3i1.41.

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The field of education is an important area of producing useful human capital in the future. Thus, the Special Education Division does not miss the various alternatives or methods for producing students with special education (MBPK) who are capable of adapting to their daily lives. This study aims to study the application of Jean Piaget's cognitive learning theory in formulating appropriate teaching strategies for Pupils with special education. The main issue raised is the challenge in adjusting the teaching approach to the level of cognitive development of students with different special need

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Supratman, Ahman Maedi. "Piaget's Theory in the Development of Creative Thinking." Research in Mathematical Education 17, no. 4 (2013): 291–307. http://dx.doi.org/10.7468/jksmed.2013.17.4.291.

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Thornbury, Julia McGregor. "The use of Piaget's theory in Alzheimer's disease." American Journal of Alzheimer's Care and Related Disorders & Research 8, no. 4 (1993): 16–21. http://dx.doi.org/10.1177/153331759300800404.

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Devries, Rheta. "Implications of Piaget's Constructivist Theory for Character Education." Action in Teacher Education 20, no. 4 (1999): 39–47. http://dx.doi.org/10.1080/01626620.1999.10462933.

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Morgan, Sam B. "Autism and Piaget's theory: Are the two compatible?" Journal of Autism and Developmental Disorders 16, no. 4 (1986): 441–57. http://dx.doi.org/10.1007/bf01531710.

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Helkama, Klaus. "Two studies of Piaget's theory of moral judgment." European Journal of Social Psychology 18, no. 1 (1988): 17–37. http://dx.doi.org/10.1002/ejsp.2420180103.

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Kong, Jingyu. "English Education based on Piaget's Cognitive Development Theory." Global Academic Frontiers 1, no. 1 (2023): 32–38. https://doi.org/10.5281/zenodo.11079562.

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As an important subject, in today’s society, the importance of English teaching is self-evident. How to better conduct the English teaching classroom has increasingly become an important issue for educators to think about. This paper uses Piaget’s theory of cognitive development to explore how to combine the law of cognitive development of teenagers to carry out English teaching. The article is divided into four parts, the first part is the introduction, the second part is Piaget’s theory of cognitive development, the third part is how to combine the law of cognitive developm

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Babullah, Rubi. "Teori Perkembangan Kognitif Jean Piaget dan Penerapannya dalam Pembelajaran." Epistemic: Jurnal Ilmiah Pendidikan 1, no. 2 (2022): 131–52. http://dx.doi.org/10.70287/epistemic.v1i2.10.

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The background of this article is the need to understand human cognitive development according to Jean Piaget, focusing on the basic concepts and stages of development. The purpose of this study is to explore and apply Piaget's cognitive development theory in the context of learning. The research method used is a literature review, where various sources are analyzed to gain a deeper understanding of the topic. This study employs a descriptive research design to identify the challenges faced by teachers in recognizing and adjusting teaching approaches to the cognitive uniqueness of each student

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Istiqomah, Novia, and Maemonah Maemonah. "KONSEP DASAR TEORI PERKEMBANGAN KOGNITIF PADA ANAK USIA DINI MENURUT JEAN PIAGET." Khazanah Pendidikan 15, no. 2 (2021): 151. http://dx.doi.org/10.30595/jkp.v15i2.10974.

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There are many theories about human development, one of which is Jean Piaget's theory of development, this theory will be discussed by researchers how the Basic Concepts of Cognitive Development in Early Childhood According to Jean Piaget. Studying the theory of cognitive development will be the basis for understanding every step of cognitive development, especially in early childhood. Piage describes the concepts used in children's cognitive processes and how the stages of cognitive development in children are. This time the research was conducted through the library method which is a method

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Nazar, Fatima, and Kamiar Kouzekanani. "MORAL JUDGMENT OF PRESCHOOL KUWAITI CHILDREN." Social Behavior and Personality: an international journal 30, no. 6 (2002): 539–45. http://dx.doi.org/10.2224/sbp.2002.30.6.539.

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This study examined the moral judgment of 108 Kuwaiti preschool children. The children were tested on two dimensions of Piaget's moral theory, namely moral realism and justice. Four stories patterned after Piaget's work were used to assess the children's moral judgment. Two stories dealt with moral realism, and two other stories dealt with the issue of justice. Results suggest that the children in this present study are well advanced in their moral judgments in terms of equality and justice, as contrasted with Piaget's original findings. The results of the present study were interpreted in the

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Wiwit Yuliani, Desti Pamungkas, Kautsar Rizky Mahardika, Eva Maulidya, and Muhammad Faiz Wibowo. "Improving the Quality of Education of Students through Tutoring in Karangmulyo Village, Pegandon Subdistrict, Kendal Regency." PROSIDING SEMINAR NASIONAL PENDIDIKAN, BAHASA, SASTRA, SENI, DAN BUDAYA 3, no. 1 (2024): 181–89. https://doi.org/10.55606/mateandrau.v3i1.2012.

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Quality education is an essential transformation tool that measures the progress of a nation and shapes competent human resources. However, the education system faces various challenges caused by budget limitations, unequal access, and the influence of the social environment that occurs in some areas. This research focuses on the tutoring program “Les Cemara” in Karangmulyo Village, Pegandon, Kendal, which aims to improve the quality of education of elementary school children through tutoring in English and mathematics. The research method used is descriptive qualitative with a teaching method

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A'yun, Mayada Izzatul, and Elok Halimatus Sa’diyah. "PARENTAL SUPPORT IN PIAGET'S PSYCHOLOGICAL CONCEPT IN PRIMARY SCHOOL CHILDREN." PREMIERE : Journal of Islamic Elementary Education 6, no. 1 (2024): 45–56. http://dx.doi.org/10.51675/jp.v6i1.805.

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Parental support plays a crucial role in facilitating children's development. However, some parents do not support their children's cognitive development enough, which impacts their learning outcomes. This study aims to examine how parental support fits with Piaget's developmental psychology theory as it relates to children in elementary school. This research uses a qualitative research methodology with literature study techniques using content analysis. Based on research findings, (1) Piaget's theory about the cognitive development of elementary school-aged children. This process requires the

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Cole, Dick T. "A Response to Foster and Moron's “Pioget and Parables: The Convergence of Secular and Scriptural Views of Learning”." Journal of Psychology and Theology 14, no. 1 (1986): 49–53. http://dx.doi.org/10.1177/009164718601400106.

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Foster and Moran (1985) assert that a convergence between Piaget's theory and the teaching style of Jesus will give us confidence in Piagetian theory. This response challenges their assertion on the grounds that: (a) the task of Christian psychology is to unfold the psychological dimension of God's creation, (b) it is inappropriate to use the Bible to confirm a psychological theory, and (c) critical analysis is what is needed in order to gain confidence in psychological theories. This response concludes that: (a) the approach taken by Foster and Moran (1985) hides certain weaknesses in Piaget'

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Nurhasnah, Nurhasnah, Nana Sepriyanti, and Martin Kustati. "Learning Theories According to Constructivism Theory." Journal International Inspire Education Technology 3, no. 1 (2024): 19–30. http://dx.doi.org/10.55849/jiiet.v3i1.577.

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The education system carried out, especially in Indonesia, will often change according to the development and changes of the times, where all of that cannot be separated from the influence of technological developments and media that continue to reach developments every time, in learning to prepare for such things, a theory is needed, one of the theories that is also applied in the latest curriculum, namely the 2013 curriculum is the theory of constructivism. The purpose of this writing is to see how the theory of learning according to the theory of constructivism developed by Pieget and Vygot

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Wardani, Helda Kusuma. "PEMIKIRAN TEORI KOGNITIF PIAGET DI SEKOLAH DASAR." Khazanah Pendidikan 16, no. 1 (2022): 7. http://dx.doi.org/10.30595/jkp.v16i1.12251.

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Jean Piaget is a psychologist who contributed greatly to the world of education, there are at least two contributions piaget, namely the theory of cognitive learning and the theory of human cognitive development. Piaget's theory explains that human knowledge is essentially considered active, namely: knowing means acting on objects and realities, and building a system of transformations that can be done on or with them. Piaget stresses that the cognitive processes children use as they build their knowledge of the world are essential: schema, assimilation and accommodation, organization, and equ

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., Rabindran, and Darshini Madanagopal. "Piaget's Theory and Stages of Cognitive Development- An Overview." Scholars Journal of Applied Medical Sciences 8, no. 9 (2020): 2152–57. http://dx.doi.org/10.36347/sjams.2020.v08i09.034.

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Marsh, R. W., May Jane Chen, and Lau Lei Lei. "Piaget's theory of serial memory development: Some new evidence." British Journal of Developmental Psychology 7, no. 4 (1989): 363–69. http://dx.doi.org/10.1111/j.2044-835x.1989.tb00812.x.

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Siegler, Robert S. "Review of Piaget's Theory of Intellectual Development (3rd ed.)." Contemporary Psychology: A Journal of Reviews 33, no. 6 (1988): 544. http://dx.doi.org/10.1037/025818.

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Fakouri, M. Ebrahim. "New trends in conceptual representation: Challenges to Piaget's theory?" Journal of School Psychology 24, no. 2 (1986): 197. http://dx.doi.org/10.1016/0022-4405(86)90011-7.

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Halliday, M. S. "New trends in conceptual representation: Challenges to Piaget's theory." Early Human Development 11, no. 1 (1985): 91–92. http://dx.doi.org/10.1016/0378-3782(85)90123-9.

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Habsy, Bakhrudin All, Pingkan Duwi Lestari, Dinda Avrilia Maulidynan, and Najwa Anisah Karim. "Integrasi Teori Perkembangan Kognitif Jeanpiaget dan Perkembangan Bahasa Vygotsky dalam Pembelajaran: Pemahaman dan Penerapan di Sekolah." TSAQOFAH 4, no. 2 (2023): 735–50. http://dx.doi.org/10.58578/tsaqofah.v4i2.2357.

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Education has an important role in shaping children's development, especially in terms of cognition and language. In the cognitive development literature, Jean Piaget's theory and Lev Vygotsky's theory of language development have become two significant approaches in understanding how children learn, think, and communicate. This article combines these two theories and discusses their application in the context of learning in schools. Jean Piaget's theory of cognitive development emphasizes the stages of intellectual development that play a role in children's understanding of the world. In a le

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