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Neuropsikologi Pendidikan Dasar: Integrasi Memori, Bahasa, Perhatian dan Teknologi dalam Membangun Pengetahuan Akademik

KATA PENGANTAR ......................................................................................... 4 \\\\r\\\\nDAFTAR ISI ........................................................................................................ 6 \\\\r\\\\n1. PENGETAHUAN AKADEMIK .................................................................. 11 \\\\r\\\\n1.1. Konsep Dasar Pengetahuan Akademik ...................................................... 11 \\\\r\\\\n1.1.1. Pengertian dan Karakteristik Pengetahuan Akademik ...................... 11 \\\\r\\\\n1.1.2. Perbedaan dengan Pengetahuan Sehari-Hari .................................... 11 \\\\r\\\\n1.1.3. Ciri Khas Pengetahuan Akademik .................................................... 12 \\\\r\\\\n1.2. Fungsi dan Peran Pengetahuan Akademik ................................................. 13 \\\\r\\\\n1.2.1. Peran dalam Pengembangan Ilmu Pengetahuan ............................... 13 \\\\r\\\\n1.2.2. Fungsi dalam Pemecahan Masalah ................................................... 13 \\\\r\\\\n1.2.3. Kontribusi Terhadap Masyarakat ...................................................... 14 \\\\r\\\\n1.3. Sumber dan Metode Akuisisi Pengetahuan Akademik .............................. 15 \\\\r\\\\n1.3.1. Sumber Pengetahuan ......................................................................... 15 \\\\r\\\\n1.3.2. Metode Ilmiah Sebagai Cara Memperoleh Pengetahuan Akademik yang \\\\r\\\\nValid ........................................................................................................... 16 \\\\r\\\\n1.4. Struktur dan Organisasi Pengetahuan Akademik ....................................... 17 \\\\r\\\\n1.4.1. Definisi Ilmu ..................................................................................... 17 \\\\r\\\\n1.4.2. Interdisipliner .................................................................................... 18 \\\\r\\\\n1.4.3. Multidisipliner; Cara Pengetahuan Disusun dan Diklasifikasikan ... 19 \\\\r\\\\n1.5. Etika dan Integritas dalam Pengetahuan Akademik................................... 20 \\\\r\\\\n1.5.1. Plagiarisme ........................................................................................ 20 \\\\r\\\\n1.5.2. Fabrikasi Data ................................................................................... 22 \\\\r\\\\n1.5.3. Pentingnya Etika Penelitian dan Publikasi ........................................ 23 \\\\r\\\\n1.6. Tantangan dan Perkembangan Terkini Pengetahuan Akademik ............... 24 \\\\r\\\\n1.6.1. Pengaruh Teknologi (Misalnya, AI) terhadap Pengetahuan Akademik \\\\r\\\\n 24 \\\\r\\\\n1.6.2. Aksesibilitas Informasi...................................................................... 25 \\\\r\\\\n1.6.3. Isu-Isu Kontemporer ......................................................................... 27 \\\\r\\\\n2. FAKTOR PENENTU KEMAMPUAN AKADEMIK ............................... 29 \\\\r\\\\n2.1. Pendahuluan ............................................................................................... 29 \\\\r\\\\n2.2. Faktor Internal ............................................................................................ 30 \\\\r\\\\n2.2.1. Aspek Neurobiologis ......................................................................... 31 \\\\r\\\\n2.2.2. Fungsi Kognitif ................................................................................. 32 \\\\r\\\\n2.2.3. Regulasi Emosi dan Motivasi ........................................................... 33 \\\\r\\\\n2.2.4. Kepribadian ....................................................................................... 34 \\\\r\\\\n2.2.5. Kesehatan Fisik dan Mental .............................................................. 34 \\\\r\\\\n2.3. Faktor Eksternal ......................................................................................... 35 \\\\r\\\\n7 \\\\r\\\\n \\\\r\\\\n2.3.1. Lingkungan Keluarga ........................................................................ 36 \\\\r\\\\n2.3.2. Teman Sebaya ................................................................................... 37 \\\\r\\\\n2.3.3. Lingkungan Sosial-Masyarakat ......................................................... 38 \\\\r\\\\n2.3.4. Kondisi Sosio-Ekonomi .................................................................... 39 \\\\r\\\\n3. INGATAN ...................................................................................................... 41 \\\\r\\\\n3.1. Kaitan Neuropsikologi dengan Ingatan ...................................................... 41 \\\\r\\\\n3.2. Hubungan Otak dan Ingatan....................................................................... 41 \\\\r\\\\n3.3. Proses Ingatan ............................................................................................ 42 \\\\r\\\\n3.4. Struktur Otak yang Berperan dalam Ingatan .............................................. 43 \\\\r\\\\n3.5. Faktor-Faktor yang Mempengaruhi Ingatan .............................................. 44 \\\\r\\\\n3.6. Jenis-Jenis Memori .................................................................................... 45 \\\\r\\\\n3.7. Peran Neuropsikologi dalam Masalah Ingatan .......................................... 46 \\\\r\\\\n4. KEMAMPUAN BAHASA ANAK SEKOLAH DASAR ........................... 47 \\\\r\\\\n4.1. Pendahuluan ............................................................................................... 47 \\\\r\\\\n4.2. Pengertian Bahasa ...................................................................................... 48 \\\\r\\\\n4.3. Kemampuan Bahasa ................................................................................... 50 \\\\r\\\\n4.3.1. Teori Kompetensi Komunikatif ........................................................ 50 \\\\r\\\\n4.3.2. Teori Linguistik Fungsional Sistemik ............................................... 51 \\\\r\\\\n4.3.3. Teori Psikolinguistik ......................................................................... 51 \\\\r\\\\n4.4. Aspek Kemampuan Berbahasa .................................................................. 52 \\\\r\\\\n4.4.1. Menyimak (Listening) ....................................................................... 52 \\\\r\\\\n4.4.2. Berbicara (Speaking) ......................................................................... 53 \\\\r\\\\n4.4.3. Membaca (Reading) .......................................................................... 54 \\\\r\\\\n4.4.4. Menulis (Writing) .............................................................................. 54 \\\\r\\\\n4.5. Perkembangan Bahasa Anak Sekolah Dasar.............................................. 55 \\\\r\\\\n4.6. Strategi Guru Dalam Mengembangkan Kemampuan Bahasa Anak Sekolah \\\\r\\\\nDasar ................................................................................................................... 56 \\\\r\\\\n4.6.1. Scaffolding Bahasa............................................................................ 56 \\\\r\\\\n4.6.2. Dialog dan Interaksi Sosial ............................................................... 57 \\\\r\\\\n4.6.3. Pembelajaran Kolaboratif.................................................................. 58 \\\\r\\\\n4.6.4. Penggunaan Bahasa Sebagai Alat Berpikir ....................................... 59 \\\\r\\\\n5. HUBUNGAN KEMAMPUAN BAHASA DAN INGATAN DALAM \\\\r\\\\nNEUROPSIKOLOGI ....................................................................................... 61 \\\\r\\\\n5.1. Mekanisme Hubungan Bahasa dan Ingatan ............................................... 61 \\\\r\\\\n5.1.1. Peran Memori dalam Bahasa ............................................................ 61 \\\\r\\\\n5.1.2. Peran Bahasa dalam Pembentukan Memori ...................................... 62 \\\\r\\\\n5.1.3. Aspek Neurobiologis ......................................................................... 63 \\\\r\\\\n5.2. Relevansi Hubungan Bahasa dan Ingatan .................................................. 65 \\\\r\\\\n5.2.1. Relevansi Teoretis ............................................................................. 65 \\\\r\\\\n5.2.2. Relevansi Klinis ................................................................................ 65 \\\\r\\\\n8 \\\\r\\\\n \\\\r\\\\n5.2.3. Relevansi Pendidikan dan Sosial ...................................................... 66 \\\\r\\\\n5.2.4. Relevansi Penelitian dan Teknologi .................................................. 67 \\\\r\\\\n5.3. Kesimpulan ................................................................................................ 67 \\\\r\\\\n6. PERAN PERHATIAN DI PENDIDIKAN DASAR ................................... 69 \\\\r\\\\n6.1. Pendahuluan ............................................................................................... 69 \\\\r\\\\n6.2. Konsep Perhatian ....................................................................................... 69 \\\\r\\\\n6.2.1. Aktivasi (Activation) ......................................................................... 71 \\\\r\\\\n6.2.2. Seleksi (Selection) ............................................................................. 72 \\\\r\\\\n6.2.3. Kontrol Eksekutif (Executive Control) ............................................. 72 \\\\r\\\\n6.3. Jenis – Jenis Perhatian ................................................................................ 72 \\\\r\\\\n6.3.1. Perhatian Terfokus (Focused Attention) ........................................... 73 \\\\r\\\\n6.3.2. Perhatian Berkelanjutan (Sustained Attention) ................................. 73 \\\\r\\\\n6.3.3. Perhatian Selektif (Selective Attention) ............................................. 74 \\\\r\\\\n6.3.4. Perhatian Bergantian (Alternating Attention) ................................... 74 \\\\r\\\\n6.3.5. Perhatian Terbagi (Divided Attention) .............................................. 75 \\\\r\\\\n6.4. Faktor yang Mempengaruhi Perhatian ....................................................... 75 \\\\r\\\\n6.4.1. Faktor Internal ................................................................................... 75 \\\\r\\\\n6.4.2. Faktor Eksternal ................................................................................ 77 \\\\r\\\\n6.5. Tantangan Umum Perhatian di Pendidikan Dasar ..................................... 78 \\\\r\\\\n6.5.1. Kesulitan Mempertahankan Perhatian atau Fokus ............................ 78 \\\\r\\\\n6.5.2. Mudah Teralihkan ............................................................................. 78 \\\\r\\\\n6.5.3. Era Distraksi Digital (Tantangan Modern) ....................................... 79 \\\\r\\\\n6.6. Strategi Praktis Meningkatkan Perhatian ................................................... 79 \\\\r\\\\n6.6.1. Mengelola Lingkungan Kelas ........................................................... 79 \\\\r\\\\n6.6.2. Metode Penyampaian ........................................................................ 80 \\\\r\\\\n6.6.3. Jeda Otak (Brain Breaks) .................................................................. 80 \\\\r\\\\n6.6.4. Membuat Materi Relevan .................................................................. 81 \\\\r\\\\n7. BERPIKIR ABSTRAK PADA JENJANG USIA SEKOLAH DASAR ... 82 \\\\r\\\\n7.1. Manusia memiliki “Kemampuan Super” ................................................... 82 \\\\r\\\\n7.2. Memahami Kemampuan Berpikir Abstrak Siswa SD ............................... 83 \\\\r\\\\n7.3. Karakteristik Berpikir Abstrak dan Implementasinya................................ 86 \\\\r\\\\n7.3.1. Pengenalan Pola (Patterning) ........................................................... 87 \\\\r\\\\n7.3.2. Representasi ...................................................................................... 88 \\\\r\\\\n7.3.3. Vision Setting .................................................................................... 89 \\\\r\\\\n7.3.4. Hipotesis dan Prediktif ...................................................................... 90 \\\\r\\\\n7.3.5. Menggabungkan Ide (Relasional) ..................................................... 92 \\\\r\\\\n7.4. Urgensi Penalaran Abstrak Bagi Siswa SD ............................................... 93 \\\\r\\\\n7.5. Strategi Pembelajaran berpikir Abstrak ..................................................... 94 \\\\r\\\\n7.5.1. Tugas yang menuntut Generaslisasi .................................................. 95 \\\\r\\\\n7.5.2. Concrete Representational Abstract (CRA) ...................................... 96 \\\\r\\\\n9 \\\\r\\\\n \\\\r\\\\n7.5.3. Pemecahan Masalah Terbuka ............................................................ 96 \\\\r\\\\n7.5.4. Diskusi Metakognitif ......................................................................... 97 \\\\r\\\\n8. PERKEMBANGAN NEUROPSIKOLOGI BAHASA DI ERA AI ......... 98 \\\\r\\\\n8.1. Pendahuluan ............................................................................................... 98 \\\\r\\\\n8.2. Evolusi Neuropsikologi Menuju Era Digital ........................................... 100 \\\\r\\\\n8.3. Bahasa dalam Perspektif Neurosains dan NLP ........................................ 103 \\\\r\\\\n8.4. Ingatan dan Jaringan Hippocampus–Prefrontal Cortex ........................... 107 \\\\r\\\\n8.5. Sinergi Bahasa dan Memori dalam Neuropsikologi Digital .................... 110 \\\\r\\\\n8.6. Tantangan dan Etika Neuropsikologi Digital ........................................... 113 \\\\r\\\\n8.7. Kesimpulan .............................................................................................. 116 \\\\r\\\\n9. DEVELOPMENTALLY APPROPRIATE PRACTICE (DAP) SEBAGAI \\\\r\\\\nSALAH SATU BEST PRACTICE KEMAMPUAN AKADEMIK SISWA SD\\\\r\\\\n 120 \\\\r\\\\n9.1. Pendahuluan ............................................................................................. 120 \\\\r\\\\n9.2. Konsep dan Perspektif Etimologi Developmentally Appropriate Practice \\\\r\\\\n(DAP) ................................................................................................................ 121 \\\\r\\\\n9.3. Landasan Teori Developmentally Appropriate Practice (DAP) .............. 123 \\\\r\\\\n9.4. Analisis Kelebihan dan Kelemahan Developmentally Appropriate Practice \\\\r\\\\n(DAP) pada Kemampuan Akademik Siswa SD ................................................ 124 \\\\r\\\\n9.5. Kerangka Implementasi Developmentally Appropriate Practice (DAP) . 127 \\\\r\\\\n9.6. Tantangan Implementasi Developmentally Appropriate Practice (DAP) pada \\\\r\\\\nKemampuan Akademik Siswa SD .................................................................... 130 \\\\r\\\\n9.7. Strategi Guru dalam Mengatasi Tantangan Implementasi Developmentally \\\\r\\\\nAppropriate Practice (DAP) ............................................................................. 131 \\\\r\\\\n10. PENGEMBANGAN ATTENTION DAN ABSTRACT REASONING \\\\r\\\\nDALAM PERSPEKTIF NEUROPSIKOLOGI PENDIDIKAN ................ 133 \\\\r\\\\n10.1. Pendahuluan ............................................................................................. 133 \\\\r\\\\n10.2. Landasan Neuropsikologis Attention dan Abstract Reasoning ................ 135 \\\\r\\\\n10.2.1. Neural Architecture of Attention .................................................... 135 \\\\r\\\\n10.2.2. Neural Basis of Abstract Reasoning ............................................... 135 \\\\r\\\\n10.2.3. The Nexus: Attention dan Abstract Reasoning ............................... 136 \\\\r\\\\n10.3. Evidence-Based Strategies untuk Pengembangan Attention pada Anak \\\\r\\\\nSekolah Dasar.................................................................................................... 137 \\\\r\\\\n10.3.1. Attention Training Programs........................................................... 138 \\\\r\\\\n10.3.2. Mindfulness-Based Interventions NFLAS ...................................... 138 \\\\r\\\\n10.3.3. Cognitive Load Management .......................................................... 139 \\\\r\\\\n10.3.4. Physical Activity dan Executive Function ...................................... 139 \\\\r\\\\n10.3.5. Technology-Enhanced Attention Training ...................................... 140 \\\\r\\\\n10.4. Evidence-Based Strategies untuk Pengembangan Abstract Reasoning pada \\\\r\\\\nAnak Sekolah Dasar .......................................................................................... 140 \\\\r\\\\n10 \\\\r\\\\n \\\\r\\\\n10.4.1. Concrete-Representational-Abstract (CRA) Approach................... 140 \\\\r\\\\n10.4.2. Analogical Reasoning dan Comparison .......................................... 141 \\\\r\\\\n10.4.3. Scaffolded Problem-Solving ........................................................... 141 \\\\r\\\\n10.4.4. Collaborative Learning dan Mathematical Discourse ..................... 142 \\\\r\\\\n10.4.5. Formative Assessment dan Adaptive Instruction ............................ 142 \\\\r\\\\n10.5. Panduan Praktis: Dari Neurosains ke Kelas ............................................. 143 \\\\r\\\\nREFERENSI .................................................................................................... 145 \\\\r\\\\nGLOSARIUM .................................................................................................. 166 \\\\r\\\\nBIODATA PENULIS ...................................................................................... 169

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My Library 370.15 Lal n
BPU02601279
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BPU02601279C2
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Detail Information
Series Title
-
Call Number
370.15 Lal n
Publisher
Jawa Timur : Umsida Press.,
Collation
x, 169 hlm. : 24 cm.
Language
Indonesia
ISBN/ISSN
978-623-464-132-5
Classification
370.15
Content Type
-
Media Type
-
Carrier Type
-
Edition
-
Subject(s)
Psikologi Pendidikan
Pendidikan Dasar — Proses Kognitif
Proses Belajar — Aspek Psikologis
Specific Detail Info
-
Statement of Responsibility
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