ANALYSIS OF COGNITIVE ASPECTS IN EARLY CHILDHOOD LEARNING: A STUDY ON THE IMPLEMENTATION OF THE MERDEKA CURRICULUM
Why this work is in the frame
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Bibliographic record
Abstract
The aim of this writing is to analyze the cognitive aspects of early childhood learning using the Merdeka curriculum. The research method employed is the qualitative descriptive method. Data collection techniques were conducted through observation, interviews, documentation, and data analysis techniques. Descriptive data analysis was carried out to explain or present information contained in the data so that it could be better understood. The research results indicate that the application of cognitive theory in early childhood learning at Integrated Early Childhood Education Citra Bakti implements child development in accordance with the preparation of teaching aids where there are indicators related to cognitive aspects. In learning achievements, there are three stimulation elements, each containing six aspects. These three stimulation elements elaborate on the aspects of religious and moral values development, physical motor skills, cognitive, socio-emotional, language, Pancasila values, and other areas to optimize children's growth and development according to educational needs. In the Merdeka curriculum, learning achievements are outlined as learning objectives. In these learning achievements, the three achievements consist of: (1) achievement of religious and moral values learning, (2) achievement of self-identity learning, and (3) achievement of literacy basics, mathematics, science, technology, engineering, and arts learning. Article visualizations:
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it