Anda di halaman 1dari 27

FormAnalisis Artikel

IndentitasMahasiswa:
Nama : M. Yusuf Habibi
NIM : 0401516059
Kelas: B_Khusus

A. IdentitasArtikel
Aspek Inggris (BahasaAsli) Terjemahan (Indonesia)
Judul pengaruh langsung dan tidak langsung dari fungsi
Direct and indirect influences of executive
functions on mathematics achievement eksekutif terhadap prestasi matematika

IdentitasArtikel
NamaPenulis (Lengkap) Lucy Cragg, Sarah Keeble, Sophie Richardson,
dantahun/Indeks/IV
Hannah E. Roome, Camilla and Gilmore / 2017 /

AlamatJurnal (lengkap)/ www.elsevier.com/locate/COGNIT /


email/dl
B. HasilAnalisisArtikel

Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis


s

Judul Bersifat informatif, Direct and indirect influences of executive functions on pengaruh langsung dan tidak langsung Pengaruh
mathematics achievent dari fungsi eksekutif terhadap prestasi langsung dan
matematika tidak
langsung dari
fungsi
eksekutif
adalah factor
yang
mempengaruh
i dalam
pembelajaran

Variabel-variabel Direct and indirect influences of executive functions , pengaruh langsung dan tidak langsung pengaruh
yang diteliti dan mathematics achievent dari fungsi eksekutif, prestasi langsung dan
menggambarkan isi matematika tidak
naskah langsung dari
fungsi
eksekutif,
prestasi
matematika
adalah
variable yang
diteliti
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

Tidak mengandung
singkatan /rumus
a
, Sarah Keeble b, Sophie Richardson a, Hannah E. Tidak ada
Dilengkapi dengan Lucy Cragg
b b,
nama penulis, Roome , Camilla Gilmore telefon atau
alamat institusi, a HP
School of Psychology, University of Nottingham,
alamat
University Park, Nottingham NG7 2RD, UK
korespondensi,
telp/HP b Mathematics Education Centre, Loughborough University,
Epinal Way, Loughborough LE11 3TU, UK

In this study we investigated the extent to Dalam penelitian ini kami Tidak
Abstrak dan Memuat masalah
kata kunci dan atau tujuan which executive function skills contribute to menyelidiki sejauh mana memuat
penelitian, prosedur these three components of mathematical kemampuan fungsi eksekutif prosedur
penelitian dan hasil knowledge, whether this mediates the berpengaruh pada tiga komponen penelitian dan
penelitian relationship between executive functions and pengetahuan matematika, apakah hasil
over- all mathematics achievement, and if tiga komponen berhubungan penelitian,
these relationships change with age antara fungsi eksekutif dan prestasi yang ada
matematika, dan jika ada saran
hubungannya jenjang usia

Jumlah Kata 201


Mathematical cognition Pengetahuan matematika
Kata kunci
fungsi eksekutif
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

Executive function Daya Ingat

Working memory pengetahuan yang sebenarnya


pemahaman konseptual keterampilan
Factual knowledge prosedural
Conceptual understanding

Procedural skill

Pendahulua Latar belakang atau In order to ensure effective pedagogy that supports the Dalam rangka untuk memastikan Latar
n rasional penelitian needs of all learners it is critical to recognise the kefektifan pedagogi yang mendukung belakang
range of factors that con- tribute to mathematical kebutuhan semua peserta didik sangat untuk
achievement so that teaching practices can be penting untuk mengenali berbagai mengenali
targeted appropriately faktor yang mempengaruhi prestasi berbagai
matematika sehingga praktik mengajar factor yang
dapat ditargetkan secara tepat. mempengaruh
i prestasi
belajar

Landasan A good understanding of mathematics is essential for Sebuah pemahaman yang baik tentang Landasan
teori/KajianTeori success in modern society, leading not only to good matematika sangat penting bagi teorinya
job prospects but also a better quality of life (Gross, keberhasilan masyarakat modern, yang adalah
Hudson, & Price, 2009; OECD, 2013; Parsons & mengarah tidak hanya untuk prospek prospek hidup
Bynner, 2005). pekerjaan yang baik tetapi juga kualitas yang lebih
hidup yang lebih baik (Gross, Hudson, baik dan
& Harga, 2009; OECD, 2013; Parsons berkualitas
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

& Bynner, 2005) .


Addressing these questions will refine our Tujuan pertanyaan-pertanyaan ini akan
Tujuan penelitian Tujuan
understanding of the ways in which executive memperbaiki pemahaman kita tentang penelitian
functions support mathematics achievement, which fungsi eksekutif yang menunjang menunjang
can then inform intervention approaches that aim to prestasi matematika, yang kemudian prestasi
capitalise on this relationship. dapat menginformasikan pendekatan matematika
intervensi yang bertujuan untuk dengan
memperbaiki
memanfaatkan hubungan ini.
pemahaman
tentang fungsi
eksekutif

Panjangartikel bag 33%


pendahuluan
(Berapapersendari
total panjnagartikel
(diluardaftarpustak
a)

Metode Design/rancangan Kuantatif


penelitian

Teknik The children were all tested in their school in a quiet Semua anak- Teknik
pengumpulan data room away from the classroom. Young adults were anak diuji di sekolahnya di ruanga kelas pengumpulan
dan sumber data tested in a lab at their University. , data yaitu
Remaja diuji di lab di Universitas mere dilakukan di
ka. sekolah dan
universitas
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

sesuai usia.

Analisis data For measures where a lower score indicated better


performance the z scores were multiplied by 1 so
that for all measures a higher z score indicated
better performance. The consequence of using z
scores was that overall age differences in
mathematics or executive functions between the
groups were not assessed, only how the
relationships between executive func- tions and
mathematics may differ with age.

(diluardaftarpustak
a)

Hasil dan Hasil analisis data Table 1 Hasil analisis


Pembahasa atau hasil pengujian data ada pada
n hipotesis table 1

Tabel dan
grafik/gambar
diacu dalam teks

Jawaban masalah The results so far indicate that working memory skills Sejauh ini hasil menunjukkan bahwa kemampuan
penelitian are related to mathematics achievement and also to the ketrampilan daya ingat yang aritmatika
component arithmetic skills of factual knowledge, berhubugan untuk pencapaian prestasi dari
procedural skill and concep- tual understanding matematika dan juga bagian keterampilan
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

kemampuan aritmatika dari pengetahuan


keterampilan pengetahuan yang ada, yang ada,
keterampilan procedural dan keterampilan
pemahaman konseptual. procedural
dan
pemahaman
konseptual
berhubungan
dengan
pencapaian
prestasi
belajar
matematika.

Tafsiraan temuan- There were small but significant indirect effects of verbal
temuan working memory on mathematics achievement through
all three com- ponent arithmetic skills; factual
knowledge (b = 0.020, 95% CI: 0.0050.051),
procedural skill (b = 0.045, 95% CI: 0.0140.089)
and conceptual understanding (b = 0.015, 95% CI:
0.0020.041). The size of these indirect paths did not
differ significantly from each other. There remained a
substantial direct effect of verbal

Itegrasitemuan dari Our findings help to refine existing multi-component Temuan kami membantu untuk Temuan
penelitian kedalam frame works of mathematics and understand the memperbaiki beberapa komponen dalam
kumpulan mechanisms by which executive functions support dalam matematika dan memahami penelitian ini
pengetahuan yang mathematics achievement. mekanisme pencapaian matematika diharapkan
telah ada dengan fungsi eksekutif membantu
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

dan
memperbaiki
pencapaian
yang bagus
dalam
prestasi
belajar
matematika

Menyusun teori
baru atau
memodifikasi teori
yang sudah ada

(diluardaftarpustak
a)

Penutup Jawaban atas The results from this study provide further evidence Hasil dari studi ini memberikan bukti bahwa daya
permasalahan that work- ing memory capacity is linked to bahwa daya ingat berhubungan dengan ingat
dalam penelitian mathematics achievement, but indicate that the pencapaian matematika lebih lanjut, berhubungan
mechanisms by which working memory influ- ences tetapi menunjukkan bahwa mekanisme dengan
mathematics achievement might be varied and daya ingat berpengaruh terhadap pencapaian
complex. This has prestasi matematika bervariasi dan matematika
kompleks. lebih lanjut,
tetapi
menunjukkan
bahwa
mekanisme
daya ingat
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

berpengaruh
terhadap
prestasi
belajar
matematika

Saran/Rekomnedasi Our findings help to refine existing multi-component Temuan kami membantu untuk
, frame works of mathematics and understand the memperbaiki beberapa komponen
mechanisms by which executive functions support dalam matematika dan memahami
mathematics achievement. mekanisme pencapaian matematika
dengan fungsi eksekutif

Simpulan dan saran In conclusion, this study has shown that working Kesimpulannya, studi ini menunjukan
ditulis dalam memory plays a direct role in mathematics bahwa daya ingat memainkan peranan
bentuk essay achievement in terms of identifying and langsung dalam prestasi matematika
constructing problem representations as well as an dalam mengidentifikasi dan
indirect role through factual knowledge, procedural membangun masalah serta peran tk
skill and, to a lesser extent, conceptual langsung melalui pengetahuan yang
understanding ada, keterampilan procedural dan, pada
tingkat yang lebih rendah, pemahaman
konseptual
Andersson, U. (2008). Working memory as a
Daftar Rujukan yang
Pustaka digunakan predictor of written arithmetical skills in
children: The importance of central executive
functions. British Journal of Educational
Psychology, 78, 181203.

Andersson, U. (2010). Skill development in


Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

different components of arithmetic and basic


cognitive functions: Findings from a 3-year
longitudinal study of children with different
types of learning difficulties. Journal of
Educational Psychology, 102(1), 115134.
http://dx.doi.org/10.1037/a0016838.

Andersson, U., & Lyxell, B. (2007). Working


memory deficit in children with mathematical
difficulties: A general or specific deficit?
Journal of Experimental Child Psychology,
96(3), 197228.
http://dx.doi.org/10.1016/j.jecp.2006.10.001.

Andersson, U., & stergren, R. (2012).


Number magnitude processing and basic
cognitive functions in children with
mathematical learning disabilities. Learning
and Individual Differences, 22(6), 701714.
http://dx.doi.org/10.1016/j.
lindif.2012.05.004.

Ashcraft, M. H. (1982). The development of


mental arithmetic: A chronometric approach.
Developmental Review, 2(3), 213236.
http://dx.doi.org/10.1016/

0273-2297(82)90012-0.
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

Ashcraft, M. H. (1987). Childrens knowledge


of simple arithmetic: A developmental model
and simulation. In J. Bisanz, C. J. Brainerd, &
R. Kail (Eds.), Formal methods in
developmental psychology (pp. 302338).
New York: Springer.

Baddeley, A. D., & Hitch, G. J. (1974). Working


memory. In G. A. Bower (Ed.). Recent
advances in learning and motivation (Vol. 8).
New York: Academic Press.

Bailey, D. H., Littlefield, A., & Geary, D. C.


(2012). The codevelopment of skill at and
preference for use of retrieval-based processes
for solving addition problems: Individual and
sex differences from first to sixth grades.
Journal of Experimental Child Psychology,
113(1), 7892.
http://dx.doi.org/10.1016/j.jecp.2012.04.014.

Baroody, A. J. (2003). The development of


adaptive expertise and flexibility: The
integration of conceptual and procedural
knowledge. In A. J. Baroody & A. Dowker
(Eds.), The development of arithmetic concepts
and skills: Constructing adaptive expertise
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

(pp. 133). Mahwah, NJ: Erlbaum.

Barrouillet, P., Bernardin, S., & Camos, V.


(2004). Time constraints and resource sharing
in adults working memory spans. Journal of
Experimental Psychology: General, 133(1),
83100. http://dx.doi.org/10.1037/0096-
3445.133.1.83.

Barrouillet, P., & Lpine, R. (2005). Working


memory and childrens use of retrieval to
solve addition problems. Journal of
Experimental Child Psychology, 91(3), 183
204.
http://dx.doi.org/10.1016/j.jecp.2005.03.002.

Bayliss, D. M., Jarrold, C., Baddeley, A. D.,


Gunn, D. M., & Leigh, E. (2005). Mapping the
developmental constraints on working memory
span performance. Developmental
Psychology, 41(4), 579.

Bayliss, D. M., Jarrold, C., Gunn, D. M., &


Baddeley, A. D. (2003). The complexities of
complex span: Explaining individual
differences in working memory in children
and adults. Journal of Experimental
Psychology: General, 132(1), 7192.
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

Best, J. R., Miller, P. H., & Naglieri, J. A.


(2011). Relations between executive function
and academic achievement from ages 5 to 17
in a large, representative national sample.
Learning and Individual Differences, 21(4),
327336. http://dx.doi.org/
10.1016/j.lindif.2011.01.007.

Blair, C., & Razza, R. (2007). Relating effortful


control, executive function, and false belief
understanding to emerging math and literacy
ability in kindergarten. Child Development,
78(2), 647663.

Bull, R., & Lee, K. (2014). Executive functioning


and mathematics achievement. Child
Development Perspectives, 8(1), 3641.
http://dx.doi.org/10.1111/cdep.12059.

Bull, R., & Scerif, G. (2001). Executive


functioning as a predictor of childrens
mathematics ability: Inhibition, switching,
and working memory. Developmental
Neuropsychology, 19(3), 273293.
http://dx.doi.org/10.1207/
S15326942DN1903_3.

Campbell, J. I. D. (1995). Mechanisms of simple


Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

addition and multiplication: A modified


network-interference theory and simulation. In
B. Butterworth (Ed.). Mathematical cognition
(Vol. 1, pp. 121164). Psychology Press.

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. http://dx.doi.org/10.1037/a0019672.

Cowan, R., Donlan, C., Shepherd, D.-L., Cole-


Fletcher, R., Saxton, M., & Hurry, J. (2011).
Basic calculation proficiency and mathematics
achievement in elementary school children.
Journal of Educational Psychology, 103(4),
786803. http://dx.doi.org/10.1037/a0024556.

Cowan, N. (1999). An embedded-processes


model of working memory. In A. Miyake & P.
Shah (Eds.), Models of working memory:
Mechanisms of active maintenance and
executive control. Cambridge University
Press.

Cowan, R., & Powell, D. (2014). The contributions


of domain-general and numerical factors to
third-grade arithmetic skills and mathematical
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

learning disability. Journal of Educational


Psychology, 106(1), 214229.
http://dx.doi.org/10.1037/ a0034097.

Cragg, L., & Gilmore, C. (2014). Skills underlying


mathematics: The role of executive function in
the development of mathematics proficiency.
Trends in Neuroscience and Education, 3(2),
6368.
http://dx.doi.org/10.1016/j.tine.2013.12.001.

Dehaene, S. (1992). Varieties of numerical


abilities. Cognition, 44(12), 142. http://
dx.doi.org/10.1016/0010-0277(92)90049-N.

Dowker, A. (2005). Individual differences in


arithmetic implications for psychology,
neuroscience and education. Hove [U.K.];
New York: Psychology Press.

Egner, T. (2008). Multiple conflict-driven


control mechanisms in the human brain.
Trends in Cognitive Sciences, 12(10), 374
380. http://dx.doi.org/10.1016/j.
tics.2008.07.001.

Engle, R. W., Kane, M. J., & Tuholski, S. W.


(1999). Individual differences in working
memory capacity and what they tell us about
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

controlled attention, general fluid intelligence,


and functions of the prefrontal cortex. In A.
Miyake & P. Shah (Eds.), Models of working
memory: Mechanisms of active maintenance
and executive control. Cambridge University
Press.

Friso-van den Bos, I., van der Ven, S. H. G.,


Kroesbergen, E. H., & van Luit, J. E. H. (2013).
Working memory and mathematics in primary
school children: A meta- analysis. Educational
Research Review, 10, 2944.
http://dx.doi.org/10.1016/j. edurev.2013.05.003.

Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen,


K., Bryant, J. D., & Hamlett, C. L. (2005). The
prevention, identification, and cognitive
determinants of math difficulty. Journal of
Educational Psychology, 97(3), 493513.
http://dx.doi.org/ 10.1037/0022-0663.97.3.493.

Fuchs, L. S., Fuchs, D., Compton, D. L., Powell,


S. R., Seethaler, P. M., Capizzi, A. M., ...
Fletcher, J. M. (2006). The cognitive
correlates of third-grade skill in arithmetic,
algorithmic computation, and arithmetic word
problems. Journal of Educational Psychology,
98(1), 2943. http://dx.doi.org/10.1037/0022-
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

0663.98.1.29.

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs,


D., Hamlett, C. L., Seethaler, P. M., ...
Schatschneider, C. (2010). Do different types of
school mathematics development depend on
different constellations of numerical versus
general cognitive abilities? Developmental
Psychology. http://dx.doi.org/10.1037/
a0020662.

Gathercole, S. E., Alloway, T. P., Kirkwood, H. J.,


Elliott, J. G., Holmes, J., & Hilton, K. A. (2008).
Attentional and executive function behaviours in
children with poor working memory. Learning
and Individual Differences, 18(2), 214223.
http://dx. doi.org/10.1016/j.lindif.2007.10.003.

Geary, D. C. (2004). Mathematics and learning


disabilities. Journal of Learning Disabilities,
37(1), 415.
http://dx.doi.org/10.1177/0022219404037001
0201.

Geary, D. C. (2011). Cognitive predictors of


achievement growth in mathematics: A 5-year
longitudinal study. Developmental
Psychology, 47(6), 15391552. http://
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

dx.doi.org/10.1037/a0025510.

Geary, D. C., Hoard, M. K., & Bailey, D. H.


(2012). Fact retrieval deficits in low achieving
children and children with mathematical
learning disability. Journal of Learning
Disabilities, 45(4), 291307.
http://dx.doi.org/10.1177/

0022219410392046.

Geary, D. C., Hoard, M. K., Byrd-Craven, J.,


Nugent, L., & Numtee, C. (2007). Cognitive
mechanisms underlying achievement deficits in
children with mathematical learning disability.
Child Development, 78(4), 13431359.
http://dx.doi.org/ 10.1111/j.1467-
8624.2007.01069.x.

Geary, D. C., & Hoard, M. K. (2005). Learning


disabilities in arithmetic and mathematics:
Theoretical and empirical perspectives. In J. I.
D. Campbell (Ed.), Handbook of mathematical
cognition. Psychology Press.

Geary, D. C., Hoard, M. K., & Nugent, L.


(2012). Independent contributions of the
central executive, intelligence, and in-class
attentive behavior to developmental change in
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

the strategies used to solve addition problems.


Journal of Experimental Child Psychology,
113(1), 4965. http://dx.doi.org/
10.1016/j.jecp.2012.03.003.
Gebuis, T., & Reynvoet, B. (2011).
Generating nonsymbolic number stimuli.
Behavior Research Methods, 43(4), 981
986. http://dx.doi.org/10.3758/s13428-

011-0097-5.

Gilmore, C. K., Keeble, S., Richardson, S., &


Cragg, L. (in press). The interaction of
procedural skill, conceptual understanding and
working memory in early mathematics
achievement. Journal of Numerical
Cognition.

Gilmore, C. K., & Papadatou-Pastou, M. (2009).


Patterns of individual differences in conceptual
understanding and arithmetical skill: A meta-
analysis. Mathematical Thinking and
Learning, 11(1), 25.
http://dx.doi.org/10.1080/

10986060802583923.

Gross, J., Hudson, C., & Price, D. (2009). The


Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

long term costs of numeracy difficulties.

Every Child a Chance Trust & KPMG.

Hayes, A. F. (2013). Introduction to mediation,


moderation and conditional process analysis.
New York, USA: Guilford Press.

Hecht, S. A., Close, L., & Santisi, M. (2003).


Sources of individual differences in fraction
skills. Journal of Experimental Child
Psychology, 86(4), 277302.

Hecht, S. A., Torgesen, J. K., Wagner, R. K., &


Rashotte, C. A. (2001). The relations between
phonological processing abilities and emerging
individual differences in mathematical
computation skills: A longitudinal study from
second to fifth grades. Journal of Experimental
Child Psychology, 79(2), 192227.
http://dx.doi. org/10.1006/jecp.2000.2586.

Hiebert, J. (Ed.). (1986). Conceptual and


procedural knowledge: The case of
mathematics. NJ: Routledge.

Hubber, P. J., Gilmore, C., & Cragg, L.


(submitted for publication). Mathematicians
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

demonstrate superior visuo-spatial working


memory to non-mathematicians under
conditions of low central executive processing
load.

Hubber, P. J., Gilmore, C., & Cragg, L. (2014).


The roles of the central executive and
visuospatial storage in mental arithmetic: A
comparison across strategies. The Quarterly
Journal of Experimental Psychology, 67(5),
936954. http://dx.doi.org/
10.1080/17470218.2013.838590.

Imbo, I., & Vandierendonck, A. (2007a). The


development of strategy use in elementary
school children: Working memory and
individual differences. Journal of
Experimental Child Psychology, 96(4), 284
309. http://dx.doi.org/
10.1016/j.jecp.2006.09.001.

Imbo, I., & Vandierendonck, A. (2007b). The


role of phonological and executive working
memory resources in simple arithmetic
strategies. European Journal of Cognitive
Psychology, 19(6), 910933.
http://dx.doi.org/10.1080/
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

09541440601051571.

Jordan, N. C., Hanich, L. B., & Kaplan, D.


(2003). Arithmetic fact mastery in young
children: A longitudinal investigation. Journal
of Experimental Child Psychology, 85(2),
103119. http://dx.doi.org/10.1016/S0022-
0965(03)00032-8.

Jordan, N. C., Hansen, N., Fuchs, L. S., Siegler,


R. S., Gersten, R., & Micklos, D. (2013).
Developmental predictors of fraction concepts
and procedures. Journal of Experimental Child
Psychology, 116(1), 4558.
http://dx.doi.org/10.1016/ j.jecp.2013.02.001.

Lee, K., & Bull, R. (2015). Developmental


changes in working memory, updating, and
math achievement. Journal of Educational
Psychology. http://dx.doi.org/10.1037/
edu0000090.
Lee, K., Ng, S. F., Pe, M. L., Ang, S. Y., Hasshim,
M. N. A. M., & Bull, R. (2012). The
cognitive underpinnings of emerging
mathematical skills: Executive functioning,
patterns, numeracy, and arithmetic. British
Journal of Educational Psychology, 82, 82
99. http://dx.doi.org/10.1111/j.2044-
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

8279.2010.02016.x.

LeFevre, J.-A., Fast, L., Skwarchuk, S.-L., Smith-


Chant, B. L., Bisanz, J., Kamawar, D., &
Penner-Wilger, M. (2010). Pathways to
mathematics: longitudinal predictors of
performance. Child Development, 81(6), 1753
1767. http://dx.doi.org/10.1111/ j.1467-
8624.2010.01508.x.

LeFevre, J.-A., Smith-Chant, B. L., Fast, L.,


Skwarchuk, S.-L., Sargla, E., Arnup, J. S., ...
Kamawar, D. (2006). What counts as knowing?
The development of conceptual and procedural
knowledge of counting from kindergarten
through Grade 2. Journal of Experimental
Child Psychology, 93(4), 285303.
http://dx.doi.org/ 10.1016/j.jecp.2005.11.002.

Lemaire, P., & Lecacheur, M. (2011). Age-related


changes in childrens executive functions and
strategy selection: A study in computational
estimation. Cognitive Development, 26(3),
282294.
http://dx.doi.org/10.1016/j.cogdev.2011.01.002
.

Li, Y., & Geary, D. C. (2013). Developmental


Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

gains in visuospatial memory predict gains in


mathematics achievement. PLoS ONE, 8(7),
e70160. http://dx.doi.org/
10.1371/journal.pone.0070160.

Martinussen, R., Hayden, J., Hogg-Johnson, S.,


& Tannock, R. (2005). A meta-analysis of
working memory impairments in children
with attention-deficit/ hyperactivity disorder.
Journal of the American Academy of Child &
Adolescent Psychiatry, 44(4), 377384.
http://dx.doi.org/10.1097/01.
chi.0000153228.72591.73.

McLean, J. F., & Hitch, G. J. (1999). Working


memory impairments in children with specific
arithmetic learning difficulties. Journal of
Experimental Child Psychology, 74(3), 240
260.
http://dx.doi.org/10.1006/jecp.1999.2516.

Melby-Lervg, M., & Hulme, C. (2013). Is


working memory training effective? A meta-
analytic review. Developmental psychology,
49(2), 270.

Mix, K. S., & Cheng, Y.-L. (2012). The


relation between space and math:
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

developmental and educational implications.


Advances in Child Development and
Behavior, 42, 197243.

Miyake, A., Friedman, N. P., Emerson, M. J.,


Witzki, A. H., Howerter, A., & Wager, T. D.
(2000). The unity and diversity of executive
functions and their contributions to complex
frontal lobe tasks: A latent variable analysis.
Cognitive Psychology, 41 (1), 49100.

Nunes, T., Bryant, P., Barros, R., & Sylva, K.


(2012). The relative importance of two
different mathematical abilities to
mathematical achievement. British Journal of
Educational Psychology, 82(1), 136156.
http://dx.doi.org/10.1111/j.2044-
8279.2011.02033.x.

OECD (2013). OECD skills outlook 2013. OECD


Publishing.

Parsons, S., & Bynner, J. (2005). Does


numeracy matter more? (National Research
and Development Centre for Adult Literacy
and Numeracy) (NRDC Research Report).
London: Institute of Education.

Peirce, J. W. (2007). PsychoPypsychophysics


Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

software in Python. Journal of neuroscience


methods, 162(1), 813.

Raghubar, K. P., Barnes, M. A., & Hecht, S. A.


(2010). Working memory and mathematics: A
review of developmental, individual difference,
and cognitive approaches. Learning and
Individual Differences, 20(2), 110122.
http://dx.doi. org/10.1016/j.lindif.2009.10.005

Hanya memuat
sumber yang
dirujuk dalam
uraian

Sumber rujukan
minimal 80%
berupa pustaka
terbitan 10 tahun
terakhir

Rujukan minimal
80% berupa artikel-
artikel penelitian
dalam jurnal atau
laporan penelitian

Penulisan daftar
pustaka sesuai
Bagian KomponenAnalisi BahasaAsli (Inggris) Terjemahan (Ina) HasilAnalisis
s

dengan kaidah
selingkung

C. CatatanUmumHasilAnalisis
Kategoriuntukkelompok ..

Rekomendasiuntukpenelitianlanjut .

_______________