%0 Thesis
%9 Masters
%A Nurjannah, NIM.: 23204082029
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2026
%F digilib:77682
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Metode Montessori, Kesiapan Kognitif, Kesiapan Sosial Emosional,  Siswa Kelas I Sekolah Dasar, Masa Transisi TK–SD, Pembelajaran Ramah Anak
%P 360
%T EFEKTIVITAS PEMBELAJARAN BERBASIS METODE MONTESSORI TERHADAP KESIAPAN KOGNITIF DAN SOSIAL EMOSIONAL SISWA KELAS I SEKOLAH DASAR
%U https://digilib.uin-suka.ac.id/id/eprint/77682/
%X This study aims to analyze the effectiveness of Montessori-based instruction  on the cognitive and socio-emotional readiness of first-grade elementary school  students during the transition from kindergarten to primary school. A mixedmethods  approach with a sequential explanatory design was employed, combining  quantitative and qualitative data to obtain a comprehensive overview. The study  involved two groups: an experimental group receiving Montessori instruction and  a control group receiving expository (conventional) instruction. Data were collected  through cognitive readiness tests, socio-emotional readiness questionnaires,  interviews, observations, and documentation.  The results indicate a significant difference between students taught using  the Montessori method and those taught using the expository method regarding both  cognitive and socio-emotional readiness. Montessori instruction proved more  effective in enhancing students' cognitive abilities, particularly in the areas of  sensory perception, mathematics, and language. Cognitively, the Montessori group  achieved an average score of 90.43, compared to 78.05 for the control group.  Furthermore, the method supported students' socio-emotional development by  fostering independence, positive social interaction, and improved emotional  regulation. The difference was even more pronounced in the socio-emotional  domain—with scores of 81.86 versus 68.24 where 86% of Montessori students  reached the high category, far exceeding the 19% observed in the control group.  Both results were statistically significant (p = 0.000).  From the teachers' perspective, the implementation of Montessori helped  create a learning environment that was more structured, meaningful, and aligned  with children's developmental needs. Students perceived the Montessori approach  as more enjoyable, noting that it made them more active, confident, and capable of  independent learning. Thus, the Montessori method is considered highly effective  in supporting the cognitive and socio-emotional readiness of first-grade students  during the initial transition to primary school. These findings confirm that the  Montessori approach offers a child-friendly and relevant educational alternative for  bridging the transition from early childhood education to primary school.
%Z Dr. Luluk Maulu’ah, M.Si., M.Pd.