Perilaku Terkait Fungsi Eksekutif di Sentra Persiapan BCCT: Studi Kasus Kualitatif Enam Sesi
Executive Function-Related Behaviors in the BCCT Preparation Center: A Qualitative Case Study of Six Sessions
DOI:
https://doi.org/10.47709/educendikia.v6i02.9277Keywords:
BCCT, Fleksibilitas Kognitif, Fungsi Eksekutif, Kontrol Inhibisi, Memori Kerja, Observasi NaturalistikAbstract
School readiness now encompasses not only early literacy and numeracy but also a child's ability to participate in group routines and maintain goal-oriented behavior. Executive functions—inhibitory control, working memory, and cognitive flexibility—serve as a crucial conceptual foundation for understanding these dimensions. However, classroom behavior cannot be mechanically mapped as a direct reflection of these cognitive constructs. The "Preparation Center" within the BCCT approach offers opportunities for executive function-related behaviors to emerge, yet limited attention has been paid to their recurrence across different episodes. This study employed a qualitative case study design based on repeated naturalistic observations. We conducted six 90-minute observation sessions between May 4 and June 15, 2026, at the BCCT Preparation Center of Babussalam Kindergarten, involving eight children and two teachers. Three focal children (S, R, and F) were analyzed using data condensation, data display, and conclusion drawing, with inhibitory control, working memory, and cognitive flexibility serving as sensitizing concepts. Executive function-related behaviors emerged in a contextual and non-linear manner. Familiar worksheets supported goal maintenance, particularly for child S; peer interactions triggered stronger demands for inhibition and led to conflicts. Teacher scaffolding supported child F's participation but limited conclusions about their independence. Evidence of cognitive flexibility was the most limited. The Preparation Center routines revealed executive function behaviors that must be interpreted in light of task structure, peer dynamics, and adult assistance, rather than as evidence of linear development.
References
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x
Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Merrill/Prentice Hall.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Sage Publications.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
Etokabeka, E. (2025). Supporting the development of executive function skills through structured play: A qualitative study of South African preschool teachers. Early Childhood Education Journal, 53(8), 2973–2982. https://doi.org/10.1007/s10643-024-01827-1
Finders, J. K., Duncan, R. J., Korucu, I., Bryant, L. B., Purpura, D. J., & Schmitt, S. A. (2021). Examining additive and synergistic relations between preschool self-regulation and executive function skills: Predictions to academic outcomes. Frontiers in Psychology, 12, 721282. https://doi.org/10.3389/fpsyg.2021.721282
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31–60. https://doi.org/10.1037/0033-2909.134.1.31
Gavrilova, M., Karimova, A., Solopova, O., Veraksa, A., & Yakushina, A. (2024). Preschoolers’ executive function: Effect of the duration of preschool attendance and quality of teacher-child interactions. Frontiers in Education, 9, 1421037. https://doi.org/10.3389/feduc.2024.1421037
Gibb, R., Coelho, L., Van Rootselaar, N. A., Halliwell, C., MacKinnon, M., Plomp, I., & Gonzalez, C. L. R. (2021). Promoting executive function skills in preschoolers using a play-based program. Frontiers in Psychology, 12, 720225. https://doi.org/10.3389/fpsyg.2021.720225
Hapidin, Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi perspectives on play based curriculum quality standards in the center learning model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. https://doi.org/10.21009/JPUD.141.02
Karimi, A., Poznanski, B., Hart, K. C., & Nelson, E. L. (2025). Fine motor skills, executive function, and school readiness in preschoolers with externalizing behavior problems. Behavioral Sciences, 15(5), 708. https://doi.org/10.3390/bs15050708
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Meilanie, R. S. M., Gunarti, W., & Hassan, A. Y. (2022). Parents’ perceptions of children’s school readiness during and after the COVID-19 pandemic. Jurnal Pendidikan Usia Dini, 16(1), 162–171. https://doi.org/10.21009/jpud.161.11
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage Publications.
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), 49–100. https://doi.org/10.1006/cogp.1999.0734
Nasional, D. P. (2006). Pedoman penerapan pendekatan Beyond Centers and Circle Time (BCCT) (Pendekatan Sentra dan Lingkaran) dalam pendidikan anak usia dini. Depdiknas.
Putri, E. I. E., Dewi, R., & Wahyono, I. (2020). Implementasi metode sentra persiapan dalam mengembangkan kecerdasan verbal linguistik anak usia dini. Tarbiyatuna: Kajian Pendidikan Islam, 4(1), 95–110. https://doi.org/10.29062/tarbiyatuna.v4i1.298
Ruqoyah, A. (2016). Pengaruh model pembelajaran Beyond Centers and Circle Times (BCCT) dan kemandirian terhadap kreativitas. Jurnal Pendidikan Usia Dini, 10(1), 81–98. https://doi.org/10.21009/JPUD.101.05
Trawick-Smith, J., DeLapp, J., McAuliffe, M., & Pike, D. (2026). Solitary and social pretend play: Associations with the inhibitory control of preschool children. Early Childhood Education Journal, 54(4), 2235–2241. https://doi.org/10.1007/s10643-025-02027-1
Veresov, N., Veraksa, A., Gavrilova, M., & Sukhikh, V. (2021). Do children need adult support during sociodramatic play to develop executive functions? Experimental evidence. Frontiers in Psychology, 12, 779023. https://doi.org/10.3389/fpsyg.2021.779023
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wenz-Gross, M., Yoo, Y., Upshur, C. C., & Gambino, A. J. (2018). Pathways to kindergarten readiness: The roles of Second Step Early Learning curriculum and social emotional, executive functioning, preschool academic and task behavior skills. Frontiers in Psychology, 9, 1886. https://doi.org/10.3389/fpsyg.2018.01886
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Sage.
Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature Protocols, 1(1), 297–301. https://doi.org/10.1038/nprot.2006.46
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354–360. https://doi.org/10.1111/j.1750-8606.2012.00246.x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 M. Ridwan Noor, Hapidin Hapidin, R. Sri Martini Meilanie
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
