Efektivitas Training Fungsi Eksekutif Terkomputerisasi dalam Meningkatkan Kapasitas Fungsi Eksekutif dan Performa Akademik Matematika

Isman Rahmani Yusron, Sri Kusrohmaniah
(Submitted 6 March 2020)
(Published 28 October 2020)

Abstract


Performa bermatematika anak-anak Indonesia, dilaporkan jauh di bawah dari harapan. Terdapat indikasi bahwa fungsi eksekutif berperan dalam performa dan prestasi matematika. Penelitian ini bertujuan menguji efektivitas penggunaan training terkomputerisasi yang mengadopsi paradigma pengukuran fungsi eksekutif, untuk mendongkrak performa bermatematika. Paradigma tugas seperti n-back task, flanker task, go no/go task, numerical-estimation task, dan stroop task, dirangkai menjadi suatu latihan melalui aplikasi OpenSesame®.  Kelompok eksperimen (n=32), diberikan 45 menit training selama tujuh hari, dan diberikan tes matematika pada pre dan posttest. Kemudian, dibandingkan dengan kelompok kontrol (n=34) yang juga diberikan pretest dan posttest tanpa diberi perlakuan apapun. Hasil pengujian menunjukkan perbedaan rerata yang signifikan (t=-5,04; p<0,05) pada kelompok eksperimen antara hasil pretest dan posttest. Sedangkan pada kelompok kontrol, tidak ada perbedaan signifikan (t=-1,21; p>0,05). Hasil uji ANAVA terhadap skor kapasitas fungsi eksekutif setiap sesi menunjukkan perbedaan signifikan (F=13,47; p<0,05), dengan plot rerata skor meningkat. Hasil ini menunjukkan bahwa training fungsi eksekutif terkomputerisasi efektif dalam meningkatkan kapasitas fungsi eksekutif dan performa akademik matematika.


Keywords


fungsi eksekutif; kapasitas fungsi eksekutif; matematika; performa akademik

Full Text: PDF

DOI: 10.22146/gamajpp.54712

References


Aron, A., Coups, E. J., & Aron, E. (2013). Statistics for psychology. Boston: Pearson.

Beatty, A., Berkhout, E., Bima, L., Coen, T., & Suryadarma, D. (2018). Indonesia got schooled: 15 Years of rising enrollment and flat learning profiles. RISE Working Papers, 58.

Berch, D. B., Geary, D. C., & Koepke, K. M. (Ed.). (2016). Development of mathematical cognition: Neural substrates and genetic influences. Boston, MA: Academic Press.

Brown, R. D. (2018). Neuroscience of mathematical cognitive development: From infancy through emerging adulthood. Cham: Springer.

Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8(1), 36–41. doi: https://doi.org/10.1111/cdep.12059

Case, K., Guo, Y., Nixon, S. J., Muller, K., Huo, T., Prather, R., … Shenkman, E. (2017). Exploring the role of executive functioning capacity in patient activation and health outcomes among Medicaid members with multiple comorbidities. Medical Care Research and Review, 76(4), 444-461. doi: https://doi.org/10.1177/1077558717709419

Clark, C. A. C., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46(5), 1176–1191. doi: https://doi.org/10.1037/a0019672

Clements, D. H., Sarama, J., & Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36, 79–90. doi: https://doi.org/10.1016/j.ecresq.2015.12.009

Coolican, H. (2014). Research methods and statistics in psychology. Hove: Routledge.

Cragg, L., Keeble, S., Richardson, S., Roome, H. E., & Gilmore, C. (2017). Direct and indirect influences of executive functions on mathematics achievement. Cognition, 162, 12–26. doi: https://doi.org/10.1016/j.cognition.2017.01.014

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. doi: https://doi.org/10.1146/annurev-psych-113011-143750[

Geary, D. C., Berch, D. B., Ochsendorf, R., & Mann Koepke, K. (Eds). (2017). Mathematical cognition and learning: Vol. 3. Acquisition of complex arithmetic skills and higher-order mathematics concepts. San Diego, CA: Academic Press is an imprint of Elsevier.

Goldstein, S., & Naglieri, J. A. (Ed.). (2014). Handbook of executive functioning. New York, NY: Springer.

Homer, B. D., Plass, J. L., Raffaele, C., Ober, T. M., & Ali, A. (2018). Improving high school students’ executive functions through digital game play. Computers & Education, 117, 50–58. doi: https://doi.org/10.1016/j.compedu.2017.09.011

Howitt, D., & Cramer, D. (2017). Understanding statistics in psychology with SPSS (Edisi ketujuh). New York: Pearson Education Limited.

Jensen, A. R., & Rohwer Jr., W. D. (1966). The Stroop Color-Word Test: A review. Acta Psychologica, 25(1), 36–93. doi: https://doi.org/10.1016/0001-6918(66)90004-7

Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968. doi: https://doi.org/10.1126/science.1152408

Law, L. L., Fong, K. N., & Yau, M. M. (2018). Can functional task exercise improve executive function and contribute to functional balance in older adults with mild cognitive impairment? A pilot study. British Journal of Occupational Therapy, 81(9), 495–502. doi: https://doi.org/10.1177/0308022618763492

Lezak, M. D. (2012). Neuropsychological assessment. Oxford: Oxford University Press.

Lilienthal, L., Tamez, E., Shelton, J. T., Myerson, J., & Hale, S. (2013). Dual n-back training increases the capacity of the focus of attention. Psychonomic Bulletin & Review, 20(1), 135–141. doi: https://doi.org/10.3758/s13423-012-0335-6

Maruo, Y., Sommer, W., & Masaki, H. (2017). The effect of monetary punishment on error evaluation in a Go/No-go task. International Journal of Psychophysiology, 120, 54–59. doi: https://doi.org/10.1016/j.ijpsycho.2017.07.002

Meltzer, L. (2007). Executive function in education from theory to practice. New York: Guilford Press.

Meltzer, L. (2010). Promoting executive function in the classroom. New York: Guilford Publications.

Mowszowski, L., Lampit, A., Walton, C. C., & Naismith, S. L. (2016). Strategy-based cognitive training for improving executive functions in older adults: A systematic review. Neuropsychology Review, 26(3), 252–270. doi: https://doi.org/10.1007/s11065-016-9329-x

Salminen, T., Strobach, T., & Schubert, T. (2012). On the impacts of working memory training on executive functioning. Frontiers in Human Neuroscience, 6, 166. doi: https://doi.org/10.3389/fnhum.2012.00166

Sánchez-Kuhn, A., León, J. J., Gôngora, K., Pérez-Fernández, C., Sánchez-Santed, F., Moreno, M., & Flores, P. (2017). Go/No-Go task performance predicts differences in compulsivity but not in impulsivity personality traits. Psychiatry Research, 257, 270–275. doi: https://doi.org/10.1016/j.psychres.2017.07.064

Scarpina, F., & Tagini, S. (2017). The Stroop Color and Word Test. Frontiers in Psychology, 8, 557. doi: https://doi.org/10.3389/fpsyg.2017.00557

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton, Mifflin and Company.

Tan, H.-Y., Chen, Q., Goldberg, T. E., Mattay, V. S., Meyer-Lindenberg, A., Weinberger, D. R., & Callicott, J. H. (2007). Catechol-O-Methyltransferase Val158Met modulation of prefrontal parietal striatal brain systems during arithmetic and temporal transformations in working memory. Journal of Neuroscience, 27(49), 13393–13401. doi: https://doi.org/10.1523/JNEUROSCI.4041-07.2007

VandenBos, G. R. (Ed.). (2015). APA dictionary of psychology (Edisi kedua). Worcester, MA: American Psychological Association.

Voelcker-Rehage, C., Niemann, C., Hübner, L., Godde, B., & Winneke, A. H. (2016). Benefits of physical activity and fitness for lifelong cognitive and motor development: Brain and behavior. Dalam M. Raab, P. Wylleman, R. Seiler, A.-M. Elbe, & A. Hatzigeorgiadis (Ed.), Sport and exercise psychology research: From theory to practice (hlm. 43–73). Cambridge, MA: Academic Press.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Gadjah Mada Journal of Professional Psychology (GamaJPP)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.