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"The advanced development of information and communication technologybrings a significant impact on the way of how human learn. The e-learning orInternet-based and online learning has been widely used in a variety of learning activities as a suplement to the conventional in-class learning, flipped classroom etc. The term e-learning refers to learning activities conducted by the use ofInternet. Universitas Terbuka (UT) utilizes e-learning program in the form of online tutorial. The online tutorial is basically a form of learning support provided by UT to facilitate student to learn. The online tutorial consists of three major learning activities including reading, discussion and assignment. During online tutorial student must complete the assigned activities and interaction with peers, tutor and digital learning resources. Online tutorial can be seen as an instrumental tool that provide an opportunity for students to expandhis/her knowledge and skills beyond the provided printed and digital module. Tutors should be able to design online learning programs that can be used to facilitate students in expanding their knowledge and skills. The purpose of this study is to elaborate conceptually the use of constructivism learning theory in online tutorial of the open and distance learning higher institution."

"Kemampuan kognitif yang dimiliki kanak-kanak madya sudah jauh lebih kompleks dibandingkan anak usia prasekolah, namun belum mencapai kemampuan kognitif di usia remaja. Menurut teori perkembangan kognitif Piaget kanak-kanak madya telah masuk dalam tahap perkembangan concrete operational. Pada tahap ini anak sudah mampu membuat penalaran pada konsep konkret, salah satunya adalah makanan. Idealnya anak di tahap usia ini sudah membangun konsep makanan yang jauh lebih logis karena kemampuan kognitif di tahap ini adalah membuat penalaran yang sifatnya logis atau rasional. Maka dari itu, penelitian ini bertujuan untuk menggali konsep makanan yang dianalisis dengan teori perkembangan kognitif piaget. Penelitian ini merupakan penelitian kualitatif yang menggali informasi dari 4 orang kanak-kanak madya dan ibu dari masing-masing anak tersebut. Analisis dilakukan berdasarkan masing-maisng karakteristik kemampuan kognitif Piaget. Hasil penelitian menunjukkan bahwa karakteristik kemampuan kognitif yang muncul saat anak menjelaskan konsep makanan adalah klasifikasi, kausalitas, transformasi, decenter, less egocentrism, dan reversibility, namun masih ditemukan tiga karakteristik yang ada di tahap perkembangan preoperasional yaitu centering, semilogical reasoning dan symbol dan sign. Hasil penelitian juga menemukan keterkaitan antara konsep makanan dengan kepercayaan yang termasuk dalam sociocentric. Ada dua faktor yang mempengaruhi konsep makanan yaitu sosial terutama ibu dan active experienc yang berasal dari eksplorasi anak terhadap makanan.

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The cognitive abilities of middle childhood are much more complex than preschoolers, but have not achieved cognitive abilities in adolescence. According to the theory of cognitive development Piaget middle aged children have entered the stage of development of concrete operational. At this stage the child is able to make reasoning on concrete concepts, one of which is food. Ideally a child at this stage of age has already developed a more logical concept of food because the cognitive ability at this stage is to make logical or rational reasoning. Therefore, this study aims to explore the concept of food that is analyzed based on Piaget cognitive developmental theory.

This study is a qualitative study that digs information from 4 middle childhood and their mother. The analysis based on Piaget cognitive capability characteristics.

The results that the characteristics of cognitive abilities that emerged when the child explained the concept of food is classification, causality, transformation, decenter, less egocentrism, and reversibility, but still found three characteristics that exist in preoperational that is centering, semilogical reasoning and symbol and sign. The results also found an association between the concept of food and beliefs that are included in sociocentric. There are two factors that influence the concept of food that is social especially mother and active experience from children rsquo s exploration of food. "

"Masa kanak-kanak awal merupakan periode penting untuk membiasakan perilaku makan anak. Konsep makanan merupakan prediktor utama keberhasilan rancangan intervensi perilaku makan, sehingga perlu diketahui konsep makanan pada anak usia prasekolah karena merupakan skema yang mendasari perilaku makan anak. Penelitian ini menggunakan pendekatan kualitatif untuk melihat gambaran konsep makanan pada anak usia prasekolah 4-6 tahun ditinjau dari teori perkembangan kognitif Piaget. Empat orang partisipan menunjukkan karakteristik preoperational thought dalam menjelaskan pemahaman tentang makanan, yang mencakup tujuan dari makan, efek dari makanan tertentu, efek dari kuantitas makanan, efek dari diet yang tidak seimbang, serta jenis dan ciri makanan sehat serta tidak sehat. Wawancara dengan orang tua dan pengasuh menggambarkan social experience yang berperan dalam pembentukan konsep makanan, terdiri dari orang tua ibu dan ayah, anggota keluarga lain nenek dan kakek, pengasuh/asisten rumah tangga, sekolah, dan media.

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Early childhood is a crucial period of life to promote childrens healthy eating habits. Since food concept is an important predictor of successful interventions of eating behavior, more knowledge is needed about food concept among preschool children children because it is a scheme that underlies eating behavior. This study used qualitative research to describe food concept on preschool children 4-6 years old based on Piagets theory of cognitive development. Four participants indicated characteristics of preoperational thought when explained food concept, covered five components of food purpose of eating, effects of specific food, effects of different quantities of food, effects of an unbalanced diet, types and feature of healthy and unhealthy food. The interview with parents and caregiver described social experience that play a role in the formation of childrens food concept, which is parents mother and father, another family members e.g grandmother and grandfather, housemaid, school, and media. "

"Penelitian eksplorasi ini bertujuan untuk melihat perbandingan pemahaman konsep makanan pada anak usia early childhood dan middle childhood menggunakan analisis teori Piaget. Penelitian ini menggunakan pendekatan kualitatif untuk memperoleh gambaran yang lebih luas mengenai konsep makan anak di kedua kelompok usia. Partisipan penelitian adalah kelompok usia Early Childhood (4-6 tahun) dan anak usia Middle Childhood (8-9 tahun) yang berdomisili di daerah Jakarta. Hasil menunjukkan bahwa kedua kelompok usia menunjukkan karakteristik perkembangan kognitif sesuai dengan teori Piaget. Kedelapan partisipan dari kedua usia mempu menjawab pertanyaan yang mencakup tujuan makan, efek dari makanan tertentu, efek dari kuantitas makanan, efek dari diet tidak seimbang, dan ciri dari makanan sehat dan tidak sehat. Berdasarkan hasil wawancara terlihat bahwa faktor sosial seperti pengaruh dari orang tua menjadi faktor yang terbesar dalam memengaruhi konsep anak mengenai makanan dimana hal tersebut menggambarkan adanya social experience yang memengaruhi konsep anak. Anak usia sekolah memiki pemahaman makanan yang lebih baik dibandingkan anak usia early childhood. Anak usia middle childhood sudah mampu menjawab alasan dari jawaban mereka, sedangkan anak usia early childhood belum mampu menjelaskan alasan yang diutarakannya. Partisipan usia middle childhood juga mampu dalam menjelaskan proses yang terjadi di dalam tubuh seseorang ketika mengkonsumsi makanan tertentu.

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This exploratory study aims to compare the understanding of food concepts in early and middle childhood using Piaget's theory analysis. This study used a qualitative approach to obtain a broader picture of the concept of child eating in both age groups. The study participants were Early Childhood age group (4-6 years) and Middle Childhood age group (8-9 years) who lived in the Jakarta area. The results show that both age groups exhibit cognitive development characteristics according to Piaget's theory. The eight participants of both ages were able to answer questions covering the purpose of eating, the effects of certain foods, the effects of food quantity, the effects of an unbalanced diet, and the characteristics of healthy and unhealthy foods. Based on the results of the interview, it can be seen that social factors such as the influence of parents are the biggest factors in influencing the child's concept of food, which illustrates the existence of social experiences that affect the concept of children. Middle Childhood children have better understanding/knowledge of food as opposed to Early Childhood children. Middle Childhood children have been able to elaborate reasons for their answers, in contrast to Early Childhood. Middle Childhood participants are also able to explain the processes that occur in a person's body when consuming certain of foods."

"Jean Piaget (1896–1980) was listed among the 100 most important persons in the twentieth century by Time magazine, and his work - with its distinctive account of human development - has had a tremendous influence on a range of disciplines from philosophy to education, and notably in developmental psychology. The Cambridge Companion to Piaget provides a comprehensive introduction to different aspects of Piaget's work in a manner that does not eschew engagement with the complexities of subjects or debates yet is accessible to upper-level undergraduate students. Each chapter is a specially commissioned essay written by an expert on the subject matter. Thus, the book will also be of interest to academic psychologists, educational psychologists, and philosophers."

"Penelitian ini membahas teori neo piagetian yang meliputi sejarah, gambaran umum, pandangan ahli, kekuatan dan kelemahan teori. "