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"Penelitian ini menganalisis hubungan antara partisipasi anak usia 12-18 tahun dalam pendidikan anak usia dini, khususnya taman kanak-kanak, dengan kemampuan kognitif dan persistensi. Penelitian ini bertujuan untuk melihat perbedaan kemampuan kognitif dan persistensi anak yang mengikuti dan tidak mengikuti TK terutama dampaknya terhadap kondisi masa depan anak. Penelitian ini menggunakan pendekatan kuantitatif dan menggunakan data sekunder yaitu IFLS 5 (2014/2015), untuk melakukan analisis statistik deskriptif dan inferensial. Hasil analisis statistik deskriptif menunjukkan skor kognitif rata-rata yang lebih tinggi dan proporsi kelulusan yang lebih tinggi pada anak-anak yang bersekolah di taman kanak-kanak. Hasil analisis inferensial menemukan bahwa anak usia 12-14 tahun yang mengikuti TK memiliki skor kognitif 4.284 lebih tinggi daripada mereka yang tidak mengikuti TK. Sementara itu, anak usia 15-18 tahun yang bersekolah di TK memperoleh skor 4.623 lebih tinggi. Terdapat efek ‘fading-out’ atau penurunan poin skor komponen kognitif saat anak-anak melanjutkan ke tingkat sekolah yang lebih tinggi. Dalam hal persistensi sekolah, tidak ada perbedaan signifikan yang ditemukan pada anak-anak yang bersekolah di TK.

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This study analyzes the relationship between the participation of children aged 12- 18 years in early childhood education, especially in kindergarten, and its cognitive abilities and persistence. This study aims to look at the differences in cognitive abilities and persistence of children who attend and do not attend kindergarten, especially on its impact on the future condition of children. This research adopts a quantitative approach and uses secondary data, namely IFLS 5 (2014/2015), to conduct descriptive and inferential statistical analysis. The descriptive statistical analysis results showed a higher mean cognitive score and a higher proportion of graduation in children who attended kindergarten. The results of the inferential analysis found that children aged 12-14 years old who attended kindergarten gained 4.284 cognitive scores higher than those who did not attend kindergarten. Meanwhile, the children aged 15-18 years old that attended kindergarten gained 4.623 scores higher. There was a “fading-out” effect or a decline in the score points of the cognitive component as children continue to a higher level of schooling. In terms of school persistence, no significant difference was found in children who attended kindergarten."

"Penelitian ini menganalisis hubungan antara partisipasi anak usia 12-18 tahun dalam pendidikan anak usia dini, khususnya taman kanak-kanak, dengan kemampuan kognitif dan persistensi. Penelitian ini bertujuan untuk melihat perbedaan kemampuan kognitif dan persistensi anak yang mengikuti dan tidak mengikuti TK terutama dampaknya terhadap kondisi masa depan anak. Penelitian ini menggunakan pendekatan kuantitatif dan menggunakan data sekunder yaitu IFLS 5 (2014/2015), untuk melakukan analisis statistik deskriptif dan inferensial. Hasil analisis statistik deskriptif menunjukkan skor kognitif rata-rata yang lebih tinggi dan proporsi kelulusan yang lebih tinggi pada anak-anak yang bersekolah di taman kanak-kanak. Hasil analisis inferensial menemukan bahwa anak usia 12-14 tahun yang mengikuti TK memiliki skor kognitif 4.284 lebih tinggi daripada mereka yang tidak mengikuti TK. Sementara itu, anak usia 15-18 tahun yang bersekolah di TK memperoleh skor 4.623 lebih tinggi. Terdapat efek ‘fading-out’ atau penurunan poin skor komponen kognitif saat anak-anak melanjutkan ke tingkat sekolah yang lebih tinggi. Dalam hal persistensi sekolah, tidak ada perbedaan signifikan yang ditemukan pada anak-anak yang bersekolah di TK.

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This study analyzes the relationship between the participation of children aged 12- 18 years in early childhood education, especially in kindergarten, and its cognitive abilities and persistence. This study aims to look at the differences in cognitive abilities and persistence of children who attend and do not attend kindergarten, especially on its impact on the future condition of children. This research adopts a quantitative approach and uses secondary data, namely IFLS 5 (2014/2015), to conduct descriptive and inferential statistical analysis. The descriptive statistical analysis results showed a higher mean cognitive score and a higher proportion of graduation in children who attended kindergarten. The results of the inferential analysis found that children aged 12-14 years old who attended kindergarten gained 4.284 cognitive scores higher than those who did not attend kindergarten. Meanwhile, the children aged 15-18 years old that attended kindergarten gained 4.623 scores higher. There was a “fading-out” effect or a decline in the score points of the cognitive component as children continue to a higher level of schooling. In terms of school persistence, no significant difference was found in children who attended kindergarten."

"Every Indonesian child, ranging from 7 to 15 years, has rights to get a free basic education. It has been arranged in the Indonesian constitution so that fulfilling the rights is a big appreciation for human rights. Otherwise, it will cause uneducated children in Indonesia. As known, uneducated children lead to oppression for human. If the government of Indonesia is not able to provide free basic education to children, the government violates both the human rights and the constitutions."

"By ratifying the covenants of economic, social, and cultural rights as mentioned in the laws number 11 of 2005, rights of every citizen is legally fulfilled. This covenant stipulates and arranges the acknowledgement of citizen's rights in economic, social, and cultural field so that the covenants will strengthen the structure of Indonesia's positive laws in human rights, including rights on education. The national legal stipulation should be related to the international legal stipulation in order to minimize or to overcome the problems in fulfilling the children's rights of education in Indonesia. Certainly, such ratification will oblige the government to submit the report on the execution of the covenants to UN (Human Rights Commission). This obligation will demand the government to issue in the covenants. Therefore, there will be no government policy (central and provincial level) which is not relevant to the stipulations of the covenants in fulfilling the children's rights on education."