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Artykuły w czasopismach na temat „Piaget”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Cahan, Emily D., and Fernando Vidal. "Piaget before Piaget." History of Education Quarterly 35, no. 3 (1995): 325. http://dx.doi.org/10.2307/369767.

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Chandler, Michael J. "Piaget on Piaget." British Journal of Psychology 100, S1 (2009): 225–28. http://dx.doi.org/10.1348/000712609x414169.

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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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Pickren, Wade. "Piaget before Piaget. Fernando Vidal." Isis 87, no. 2 (1996): 383. http://dx.doi.org/10.1086/357549.

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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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6

Mays, Wolfe. "Piaget Before Piaget, by Fernando Vidal." Journal of the British Society for Phenomenology 26, no. 2 (1995): 211–13. http://dx.doi.org/10.1080/00071773.1995.11007114.

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Kauffmann, Oliver. "Om realisme og konstruktivisme i Piagets læringsteori og genetiske epistemologi." Studier i Pædagogisk Filosofi 2, no. 2 (2014): 53. http://dx.doi.org/10.7146/spf.v2i2.15577.

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<p>This paper deals with the epistemological foundations of Jean Piaget’s theory of learning and genetic epistemology. The purpose is to estimate the form of Piaget’s constructivism. I take advantage of Ernst von Glasersfeld’s ‘radical constructivist’ interpretation of Piaget. Contrary to von Glasersfeld, it is argued that Piaget at the same time is a realist with respect to the existence of the external world, and a ‘genetic-transcendental constructivist’ in relation to the development of knowledge. I interpret this paradox as Piaget’s acknowledgement of the co-existence of a 3. person

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8

Hasanah, Muwahidah Nur, Ndaru Putri, and Syamsudin Syamsudin. "Understanding Learning: Insights into Methodology and Conceptualization by Jean Piaget." Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam 9, no. 2 (2023): 81–93. http://dx.doi.org/10.59689/al-lubab.v9i2.5716.

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Learning is an activity involving both physical and psychological aspects and is the key element in education. In the current era of globalization, learning is often equated with schooling, although schools are just one of the learning environments for students. The success in achieving educational goals is greatly influenced by the learning process experienced by students as learners. Jean Piaget is an influential theorist in the field of cognitive development of learners. Departing from the aforementioned issues, the researcher aims to uncover the concept of learning and its methods accordin

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9

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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10

Pakpahan, Farida Hanum, and Marice Saragih. "Theory Of Cognitive Development By Jean Piaget." Journal of Applied Linguistics 2, no. 2 (2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.

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Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. 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 capac

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11

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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12

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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13

NIRMALA, YETI. "PIAGET PENERAPAN TEORI PEMBELAJARAN PIAGET DALAM KBM." Jurnal Bocil: Journal of Childhood Education, Development and Parenting 1, no. 2 (2023): 111–14. http://dx.doi.org/10.28926/bocil.v1i2.960.

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ABSTRAK Proses kegiatan belajar dan mengajar merupakan proses domana seorang guru menyalurkan ilmunya kepada peserta didik yang dilakukan di dalam maupun di luar kelas. Kegiatan belajar dan mengajar juga merupakan kombinasi yang tersusun meliputi unsur manusiawi, material, fasilitas, perlengkapan, serta prosedur yang saling mempengaruhi dalam rangka mencapai tujuan dalam pembelajaran. Keterlibatan manusia dalam kegiatan belajar dan mengajar memiliki peran sebagai murid, guru, dan tenaga kependidikan. Material terdiri dari seluruh perlengkapan untuk menunjang proses belajar. Fasilitas dan

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14

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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15

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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16

Piaget, Jean. "Jean Piaget." GZ - Psychologie 14, no. 5 (2022): 18–19. http://dx.doi.org/10.1007/s41480-022-1422-6.

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Piaget, Charles. "Charles Piaget." Ballast N° 8, no. 2 (2019): 28–43. http://dx.doi.org/10.3917/ball.008.0028.

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Ottavi, Dominique. "Jean Piaget." Sciences Humaines Les Essentiels n° 17, HS18 (2024): 68–71. http://dx.doi.org/10.3917/sh.hs18.0068.

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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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20

Munari, Alberto. "Jean Piaget." Prospects 24, no. 1-2 (1994): 311–27. http://dx.doi.org/10.1007/bf02199023.

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Reddy, SureshK. "Jean Piaget." Archives of Mental Health 13, no. 1 (2012): 50. http://dx.doi.org/10.4103/2589-9171.227223.

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van Niekerk, Jacqueline. "Jean Piaget." KinderopvangTotaal Op de groep 35, no. 3 (2025): 10–12. https://doi.org/10.1007/s41189-025-2543-2.

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Marinda, Leny. "TEORI PERKEMBANGAN KOGNITIF JEAN PIAGET DAN PROBLEMATIKANYA PADA ANAK USIA SEKOLAH DASAR." An-Nisa' : Jurnal Kajian Perempuan dan Keislaman 13, no. 1 (2020): 116–52. http://dx.doi.org/10.35719/annisa.v13i1.26.

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Cognitive development is a change processes of human life in understanding, managing information, solving problems and knowing something. Jean Piaget is one of a figures studied cognitive development and said about cognitive development steps. Jean Piaget is also a biologist who links the physical maturity development with cognitive development steps. These steps are the motoric sensory step (0–2 years), pre-operational (2-7 years), concrete operations (7–11 years) and formal operations (11–15 years). In understanding the world actively, a child uses a scheme, assimilation, accommodation, orga

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SALWA SALSABILA AMDAN, YAYU FAUZIAH, and NURALY MASUM APRILY. "PENDIDIKAN MORAL ANAK USIA DINI DALAM SUDUT PANDANG JEAN PIAGET." Incrementapedia : Jurnal Pendidikan Anak Usia Dini 6, no. 2 (2024): 35–41. https://doi.org/10.36456/incrementapedia.vol6.no2.a7290.

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Moral education in early childhood plays a very important role in improving the quality of life, because early childhood is the successor of the nation. There are many different points of view regarding early childhood moral education put forward by experts. However, this research focuses on Jean Piaget's point of view regarding moral education. This research was conducted to provide information about moral education from the point of view of Jean Piaget. This study uses the literature study research method where the data comes from analyzing theories consisting of 5 books, 8 journals, and 1 o

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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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Müller, Ulrich, and Jeremy I. M. Carpendale. "Objectivity, intentionality, and levels of explanation." Behavioral and Brain Sciences 24, no. 1 (2001): 55–56. http://dx.doi.org/10.1017/s0140525x01413914.

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Notwithstanding many similarities between Thelen et al.'s and Piaget's accounts of the A-not-B error, we argue that, in contrast to Piaget, they do not explicitly address the issue of objectivity. We suggest that this omission is partly due to the fact that Thelen et al. and Piaget's accounts are pitched at different levels of explanation.

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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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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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TORRIANI, Tristan Guillermo. "PIAGET, BUNGE, AND THE FUTURE OF GENERAL PHILOSOPHY IN LATIN AMERICA." Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas 11, no. 1 (2019): 22–49. http://dx.doi.org/10.36311/1984-1655.2019.v11n1.03.p22.

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The current state of Philosophy and the Humanities is widely acknowledged to be endangered. This historical essay addresses epistemological reasons and ins-titutional causes of this malaise in light of Piaget’s and Bunge’s scientistic critique of humanistic approaches. As my discussion is sensitive to concrete social reali-ties (or territorialized), I limit myself to the Latin American context, which was highly influenced by Catholicism, Positivism and Marxism. Although Piaget and Bunge are justified in claiming that Philosophy disassociated from Science is too speculative, Bunge’s proposal of

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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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Burman, Jeremy Trevelyan. "On Kuhn’s case, and Piaget’s: A critical two-sited hauntology (or, On impact without reference)." History of the Human Sciences 33, no. 3-4 (2020): 129–59. http://dx.doi.org/10.1177/0952695120911576.

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Picking up on John Forrester’s (1949–2015) disclosure that he felt ‘haunted’ by the suspicion that Thomas Kuhn’s (1922–96) interests had become his own, this essay complexifies our understanding of both of their legacies by presenting two sites for that haunting. The first is located by engaging Forrester’s argument that the connection between Kuhn and psychoanalysis was direct. (This was the supposed source of his historiographical method: ‘climbing into other people’s heads’.) However, recent archival discoveries suggest that that is incorrect. Instead, Kuhn’s influence in this regard was Je

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Watanabe, Nobuki. "Acquiring Piaget’s Conservation Concept of Numbers, Lengths, and Liquids as Ordinary Play." Journal of Educational and Developmental Psychology 7, no. 1 (2017): 210. http://dx.doi.org/10.5539/jedp.v7n1p210.

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Piaget’s influential research on the conservation concept has a wide-reaching impact even in modern-day settings. This study examines Piaget’s concept from a perspective that is different from those in existing studies. It focuses on improving the relationship between toddlers and tasks for the acquisition of the conservation concepts of number, length, and liquids. Given that new investigative tasks may be needed to clarify the stage and factors of acquisition, this study examines the possibility of acquisition of the conservation concept by 3-year-olds, with an improved task that is integrat

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Ergin, Derya, and Cemre Tatli. "Acquisition of sibling and family concepts: A Piagetian study." Global Journal of Psychology Research: New Trends and Issues 7, no. 3 (2017): 125–33. http://dx.doi.org/10.18844/gjpr.v7i3.2858.

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The purpose of this study is to evaluate the acquisition of sibling and family concepts of children aged 9 and 11 in regard togender, age and socio-economic status (SES) variables. ‘Siblings Test’ developed by Piaget is used as an assessment tool. Atotal of 200 students in the 3rd and 5th grades form the participating group of the study. The findings obtained from thequantitative and qualitative data were e valuated according to age, gender and SES variables. The relative concepts areacquired in Piaget’s suggested time and systematic in children aged 9–11 in medium and high SES. However, it is

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Jalley, Émile. "Freud, Wallon, Piaget." Journal français de psychiatrie 44, no. 2 (2016): 73. http://dx.doi.org/10.3917/jfp.044.0073.

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Banks-Leite, Luci. "Piaget: 100 anos." Educação & Sociedade 19, no. 63 (1998): 180–85. http://dx.doi.org/10.1590/s0101-73301998000200011.

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Meljac, Claire, and Emily Shoov. "Piaget : un inconnu." Contraste 34-35, no. 1 (2011): 31. http://dx.doi.org/10.3917/cont.034.0031.

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Sigel, Irving E. "Piaget From Within." Contemporary Psychology: A Journal of Reviews 35, no. 5 (1990): 462–63. http://dx.doi.org/10.1037/028590.

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Siegler, Robert S., and Shari Ellis. "Piaget on Childhood." Psychological Science 7, no. 4 (1996): 211–15. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00361.x.

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Goot, Mary Vander. "Piaget and religion." Contemporary Psychology: A Journal of Reviews 31, no. 12 (1986): 1010. http://dx.doi.org/10.1037/024390.

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Kleineberg, Michael. "Piaget as Metamodernist." Metamodern Theory & Praxis 1, no. 1 (2024): 22–60. http://dx.doi.org/10.70613/2024.0003.

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The emerging discourse on metamodernism as an answer to the aporia of postmodernism seems to crystalize more and more into coherent and compelling configurations. Different and to some extent divergent conceptions of metamodernism—such as aesthetic sensibility, structure of feeling, cultural phase, political movement, and philosophical paradigm—have been considered by some to be expressions of a common underlying generative structure: that is, a worldview structure or developmental stage of cultural evolution. In this contribution, I will argue that developmentalism is indeed inherent in metam

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Tenzer, Anita. "Vygotsky and Piaget." Contemporary Psychoanalysis 26, no. 1 (1990): 46–52. http://dx.doi.org/10.1080/00107530.1990.10746639.

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Kose, Gary. "Piaget, Born Again!" Theory & Psychology 7, no. 1 (1997): 136–38. http://dx.doi.org/10.1177/0959354397071019.

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Valsiner, Jaan. "Participating in Piaget." Society 42, no. 2 (2005): 57–61. http://dx.doi.org/10.1007/bf02687400.

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กุลพิจิตร, อุดมลักษณ์. "บทความวิชาการและบทความวิจัย : หนูน้อยสังข์ทองในมุมมองของ Piaget". Journal of Education Studies 33, № 2 (2005): 58–83. http://dx.doi.org/10.58837/chula.educu.33.2.5.

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Leehwado. "After Piaget: critical approaches to Piaget’s theory by phenomenological understanding." Korean Journal of Early Childhood Education 30, no. 6 (2010): 153–73. http://dx.doi.org/10.18023/kjece.2010.30.6.007.

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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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Tirta Rhamadanty. "Cognitive and Child Language Development and Involvement in Learning." Journal of Insan Mulia Education 1, no. 2 (2023): 58–64. http://dx.doi.org/10.59923/joinme.v1i2.39.

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This article examines two important stages in the process of children's learning development, namely cognitive development and linguistic development, which is usually called language. The teacher's capacity to incorporate the qualities and uniqueness of each child into the learning process is essential because each child possesses these qualities in two interdependent growth processes. Appropriate learning strategies and techniques will be provided by teachers who are aware of their students' developmental needs to promote good cognitive and linguistic growth. The aim of this research is to i

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Mauluddia, Yulia, and M. Solehuddin. "The Application of Playing in Early Childhood Education Based on Piaget’s Way of Thinking." Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini 6, no. 2 (2023): 143. http://dx.doi.org/10.24042/00202361730300.

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Childhood is identic with playing, and children are also said to be Homo Ludens or creatures of play. The Indonesian government is promoting criteria emphasizing play as a learning process. In addition, an emancipated curriculum means that children are given the opportunity for freedom of choice and activities so that students can build their knowledge. This policy contributes to Piaget's concept of thinking, which sees how children learn by constructing their knowledge. This study looks at the application of play in early childhood education based on Piaget's way of thinking. This study uses

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Sanchez Junior, Sidney Lopes, and Francismara Neves de Oliveira. "Educação Matemática e o Construtivismo Piagetiano: uma Revisão Sistemática de Literatura." Jornal Internacional de Estudos em Educação Matemática 16, no. 1 (2023): 77–88. http://dx.doi.org/10.17921/2176-5634.2023v16n1p77-88.

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O campo da Educação Matemática tem se constituído ao longo dos anos pela preocupação com o ensino e a aprendizagem da Matemática. A teoria da Epistemologia Genética de Jean Piaget tem influenciado direta e indiretamente pesquisas no campo da Educação Matemática ao se preocupar com o sujeito que constrói o seu conhecimento na relação com o objeto. O intuito desta pesquisa foi realizar uma revisão sistemática de literatura em banco de dados internacionais e nacionais, a saber, Institute of Educacion Scienses (ERIC) e Scientific Electronic Library Online (SciELO), assim como eventos científicos,

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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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