eprintid: 77682
rev_number: 11
eprint_status: archive
userid: 12460
dir: disk0/00/07/76/82
datestamp: 2026-07-28 01:46:34
lastmod: 2026-07-28 01:46:43
status_changed: 2026-07-28 01:46:34
type: thesis
metadata_visibility: show
contact_email: muh.khabib@uin-suka.ac.id
creators_name: Nurjannah, NIM.: 23204082029
title: EFEKTIVITAS PEMBELAJARAN BERBASIS METODE MONTESSORI TERHADAP KESIAPAN KOGNITIF DAN SOSIAL EMOSIONAL SISWA KELAS I SEKOLAH DASAR
ispublished: pub
subjects: 371.36
divisions: jur_pgmi2
full_text_status: restricted
keywords: Metode Montessori, Kesiapan Kognitif, Kesiapan Sosial Emosional,
Siswa Kelas I Sekolah Dasar, Masa Transisi TK–SD, Pembelajaran Ramah Anak
note: Dr. Luluk Maulu’ah, M.Si., M.Pd.
abstract: 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.
date: 2026-07-09
date_type: published
pages: 360
institution: UIN SUNAN KALIJAGA YOGYAKARTA
department: FAKULTAS ILMU TARBIYAH DAN KEGURUAN
thesis_type: masters
thesis_name: other
citation:   Nurjannah, NIM.: 23204082029  (2026) EFEKTIVITAS PEMBELAJARAN BERBASIS METODE MONTESSORI TERHADAP KESIAPAN KOGNITIF DAN SOSIAL EMOSIONAL SISWA KELAS I SEKOLAH DASAR.  Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.   
document_url: https://digilib.uin-suka.ac.id/id/eprint/77682/1/23204082029_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
document_url: https://digilib.uin-suka.ac.id/id/eprint/77682/2/23204082029_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf