Supporting cognitive development through multimedia learning and scientific approach: An experimental study in preschool

Abstract

Cognitive development is defined as a change in behavior that results in individuals obtaining, organizing, and implementing knowledge in reasoning and solving problems. This research aims to analyze the effect of multimedia learning and scientific approach on cognitive development. This research uses experimental quantitative research that divides research participants into an experimental group and a control group. The results show that there are differences in the mean scores of logical thinking, symbolic thinking, problem-solving in the pre-test and post-test where the post-test scores are higher, so it can be concluded that the two treatments in the control and experimental groups can improve children's cognitive development. Furthermore, the gain score value shows that the experimental group has a higher score meaning so that the experimental group is better than the control group. This is by the t-test which shows that the provision of multimedia learning with the scientific approach given to the experimental class is better than the control class which only uses the scientific approach.