ABSTRAK
Utsman. Pengembangan Instrumen Asesmen Pencapaian Perkembangan Anak Usia
Dini pada Taman Kanak-Kanak. Disertasi, Yogyakarta: Program Pascasarjana
Universitas Negeri Yogyakarta, 2013
Tujuan penelitian ini adalah: 1) Mendeskripsikan model instrumen asesmen
yang digunakan oleh guru selama kurun waktu tiga tahun terakhir untuk mendeteksi
pencapaian perkembangan anak usia dini pada taman kanak-kanak, 2).
Mengembangkan
instrumen asesmen pencapaian perkembangan kognitif
perkembangan bahasa, perkembangan sosial emosional, dan perkembangan fisik
motorik anak usia dini pada taman kanak-kanak yang memenuhi kriteria valid,
reliabel, dan goodness of fit statistic, dan 3). Mengembangkan instrumen asesmen
pencapaian perkembangan kognitif, perkembangan bahasa, perkembangan sosial
emosional dan perkembangan fisik motorik dalam satu kesatuan yang memenuhi
kreteria valid, reliabel, dan goodness of fit statistic.
Penelitian ini menggunakan model Research and Development dari Plomp
(1997: 5) yang terdiri dari lima fase, yaitu: fase investigasi, desain, realisasi, tes, dan
implementasi.
Fase insvestigasi mengkaji instrumen asesmen pencapaian
pekembangan anak usia dini yang digunakan guru, kajian terhadap teori, dan kajian
terhadap hasil-hasil penelitian yang relevan. Fase desain membuat konstruk,
indikator, deskriptor, item instrumen, menetapkan skor, dan pedoman penggunaan
instrumen. Fase realisasi memvalidasi isi instrumen dengan menggunakan validator
expert dan teknik Focus Group Discussion (FGD) dan dilanjutkan dengan validasi
empirik menggunakan subjek coba anak usia dini pada taman kanak-kanak.
Hasil penelitian sebagai berikut. 1) Model instrumen asesmen pada taman
kanak-kanak yang dipakai guru dalam kurun waktu tiga tahun terakhir ada tiga
macam, yaitu model instrumen asesmen pencapaian perkembangan anak berbasis
kompetensi, berbasis perkembangan anak, dan berbasis ujian akhir semester. 2)
Instrumen asesmen yang dikembangkan menunjukkan: a) Instrumen asesmen
pencapaian perkembangan kognitif adalah valid, reliabel, dan goodness of fit
statistic, karena faktor loading item terkecil 0,830 (>0,50), koefisiensi reliabilitas
Cronbach’s Alpha item terkecil 0,946 (>0,70), P-value 0,08 (> 0,05) dan root
mean square error at approximation (RMSEA) 0,40 (<0,05), b) Instrumen asesmen
pencapaian perkembangan bahasa adalah valid, reliabel, dan goodness of fit statistic,
karena faktor loading item terkecil 0,789 (>0,50), koefisiensi reliabilitas
Cronbach’s Alpha item terkecil 0,817 (>0,50), P-value 0,12 (>0,05), dan RMSEA
0,03 (< 0,05), c) Instrumen asesmen pencapaian perkembangan sosial emosional
adalah valid, reliabel, dan goodness of fit statistic, karena faktor loading item
terendah 0,847 (>0,50), koefisiensi reliabilitas Cronbach’s Alpha item terkecil
0,941 (>0,70), P-value 0,26 (>0,05) dan RMSEA 0.026 (<0,05), d) Instrumen
asesmen pencapaian perkembangan fisik motorik adalah valid, reliabel, dan
goodness of fit statistic, karena faktor loading item terkecil 0,840 (>0,50),
koefisiensi reliabilitas Cronbach’s Alpha item terkecil 0,931 (>0,70), P-value
0,77 (> 0,05), dan RMSEA 0,00 (< 0,05). 3) Instrumen asesmen pencapaian
perkembangan kognitif, bahasa, sosial emosional, dan fisik motorik dalam satu
kesatuan memenuhi kreteria valid, reliabel, dan goodness of fit statistic, karena
faktor loading terkecil 0,912 (>0,50), koefisiensi reliabilitas Cronbach’s Alpha
terkecil diperoleh 0,879 (>0,70), P-value 1,0>0,05 dan RMSEA 0,00<0,05.
Kata kunci: instrumen, asesmen, perkembangan anak
ABSTRACT
Utsman. Developing an Instrument for Assessing the Early Childhood Achievement
Development at Kindergarten. Dissertation. Yogyakarta: Graduate School,
Yogyakarta State University. 2013.
The objectives of this study were: 1) to describe the model of assessment
instruments used by the teacher during the period of three years to detect the
achievement of early childhood development at kindergarten, 2). Developing
instrument of assessment cognitive development, language development, socioemotional development, and physical motor development of early childhood at
kindergarten eligible valid, reliable, and the goodness of fit statistic, and 3).
Developing assessment instruments of cognitive development, language development,
social development, emotional development, and physical motor development of
early childhood in one unit that meets the criteria of valid, reliable, and goodness of
fit statistic.
This study uses Plomp’s Research and Development Model (1997:5) as its
approach consisting of five phases including investigation, design, realization/construction, testing, and implementation phases. The investigation phase
reviews the assessment instrument for the development achievement used by
teachers, related literature, and related research result. The design phase plans the
instrument including the indicator, descriptor, items of instrument, set score and
manual of instrument. Realization phase to validate the contents of the instrument by
using the validator technical expert and focus group discussion and followied by
empirical validation with the subject of early childhood at kindergarten.
The results of the study as follows. 1) Model assessment instruments at
kindergarten teacher used within three years, there are three kinds, namely models of
assessment instruments attainment of competency-based child development, child
development-based, and based on final exams. 2) Assessment instrument developed
showing: a) achievement assessment instruments of cognitive development is valid,
reliable, and goodness of fit statistic, because the smallest item factor loading 0.830
(> 0.50), Cronbach's Alpha coefficient of reliability, the smallest items 0.946 (>0,70),
P-value 0,08 (> 0,05) and root mean square error at approximation (RMSEA 0,04
(<0.05), b) achievement assessment instruments of language development is valid,
reliable, and goodness of fit statistic, because the smallest factor loading items 0.789
(> 0.50), Cronbach's Alpha coefficient of reliability of the smallest items 0.817 (>
0.50), P-value 0,12 (>0.05) and RMSEA 0,03 (<0.05), c) achievement assessment
instruments of social emotional development is valid, reliable, and goodness of fit
statistic, because the smallest factor loading items 0.847 (> 0.50), Cronbach's Alpha
coefficient of reliability the smallest items 0.941 (> 0.70), P-value 0,26 (>0.05) and
RMSEA 0,26 (<0.05), and d) achievement assessment instruments of physical motor
development is a valid, reliable, and goodness of fit statistic, because the smallest
factor loading items 0.840 (> 0.50), Cronbach's Alpha coefficient of reliability the
smallest items 0.931 (> 0.70), P-value 0,07 (>0.05) and RMSEA 0,00 (<0.05. 3)
achievement assessment instruments of cognitive, language, social, emotional,
physical and motor development in one unit meets the criteria valid, reliable, and
goodness of fit statistic, because the smallest factor loading 0.912 (>0.50), Cronbach's
Alpha reliability coefficient smallest 0.879 (>0.70), P-value 1,0 (> 0.05) and RMSEA
0,00 (<0.05).
Keywords: assessment, instruments, childhood development