•  
  •  
 

Keywords

ASOKA model, authentic assessment, kindergarten/raudlatul athfal

Document Type

Article

Abstract

The aim of character development is essential to know, especially for kindergarten pupils. It might help teachers in developing students and offering helps and services. Thus, an assessment model is needed to identify children's character development easily and accurately. This study aims to (1) develop an assessment model for evaluating kindergarten pupils' character which is considered valid, reliable, and fulfill the criteria of goodness of fit statistic, and (2) know the characteristics of an authentic assessment model instrument to assess the achievements of early childhood characters in kindergarten. This research used Plomp's Research and Development Model. Data were collected using a questionnaire, documentation, interview, observation, and Focus Group Discussion. The validation was proven by the expert judgment with the Aiken's V formula and the reliability was estimated with Cronbach's Alpha. The validation construct and reliability were examined using Exploratory Factor Analysis, followed by Confirmatory Factor Analysis to ensure the result. Furthermore, the results of this research show that (1) the assessment model developed is ASOKA. This model is considered valid and reliable as it meets the criteria of goodness and fits the statistic; (2) the characteristics of an authentic assessment model instrument to assess the achievements of early childhood characters in kindergarten are: (a) with the index of Aiken's V analysis results of 0.901, the content validity is considered high; (b) the instrument construct validity has fulfilled the criteria of goodness of fit statistic; (c) as seen from Alpha Cronbach value coefficient 0.914, its instrument reliability is considered good enough.

Page Range

103-119

Issue

2

Volume

5

Digital Object Identifier (DOI)

10.21831/reid.v5i2.24588

Source

https://journal.uny.ac.id/index.php/reid/article/view/24588

References

Abidin, M. Z. (2012). Tingkat pendidikan di Indonesia. Seminar Pendidikan Karakter. Bali: Universitas Udayana.

Arends, R. I. (1997). Classroom instruction and management. New York, NY: McGraw-Hill.

Ash-Shiddieqy, T. M. H. (2009). Sejarah dan pengantar ilmu Hadits. Semarang: Pustaka Rizki Putra.

Azwar, S. (2015). Skala pengukuran sikap manusia. Yogyakarta: Pustaka Pelajar.

Bar-On, Reuven. (2000). Emotional and social intelligence: Insights from the emotional quotient inventory. In R. Bar-On & J. D. A. Parker (Eds.), The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 363-388). San Francisco, CA: Jossey-Bass.

Bar-On, Reuven. (2005). The impact of emotional intelligence on subjective well-being. Perspectives in Education, 23(2), 1-22. Retrieved from https://hdl.handle.net/10520/EJC87316

Browne, M. W., & Cudeck, R. (1993). Alternative way of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing Structural Equation Model. New York, NY: SAGE Publication.

Edgington, M. (2004). The foundation stage teacher in action: Teaching 3, 4, and 5 years olds. London: PCP Press.

Gardner, H. (1996). Intelligence: Multiple perspectives. Fort Worth, TX: Harcourt Brace College.

Ghozali, I., & Fuad, F. (2008). Structural: equation modeling. Semarang: UNDIP Press.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice Hall.

Hamruni, H. (2009). Strategi dan model-model pembelajaran aktif menyenangkan. Yogyakarta: Fakultas Tarbiyah UIN Sunan Kalijaga.

Herman, J. L., Aschbacher, P. R., & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Jamaris, M. (2004). Assesmen pendidikan anak usia dini. Seminar Dan Lokakarya Nasional Pendidikan Anak Usia Dini. Jakarta.

Joreskog, K. G., & Sorbom, D. (1999). Lisrel 8: User's reference guide. Chicago, IL: Scientific Software International.

Law of Republic of Indonesia No. 20 of 2003 on National Education System. , (2003).

Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York, NY: State University of New York.

Lickona, T. (2004). Character matters: How to help our children develop good judgment, integrity, and other essential virtues. New York, NY: Simon & Schuster.

Louster, P. (2002). Tes kepribadian (C. G. Sumeksto, trans.). Yogyakarta: Kanisius.

Majid, A., & Andayani, D. (2011). Pendidikan karakter perspektif Islam. Bandung: Remaja Rosdakarya.

Mardapi, D. (2017). Pengukuran, penilaian, dan evaluasi pendidikan (2nd ed.). Yogyakarta: Parama Publishing.

Marzuki, M. (2015). Pendidikan karakter Islam. Jakarta: Amzah.

Meisels, S. J., Bickel, D. D., Nicholson, J., Xue, Y., & Atkins-Burnett, S. (2001). Trusting teachers' judgments: A validity study of a curriculum-embedded performance assessment in kindergarten to grade 3. American Educational Research Journal, 38(1), 73-95. https://doi.org/10.3102/00028312038001073

Miskawaih, A. A. A. I. (1994). Menuju kesempurnaan akhlak (H. Hidayat & E. Hasan, trans.). Bandung: Mizan.

Mooi, E., & Sarstedt, M. (2011). A concise guide to market research. Berlin: Springer-Verlag Berlin Heidelberg.

Munawar-Rachman, B. (Ed.). (2015). Pendidikan karakter: Pendidikan menghidupkan nilai untuk pesantren, madrasah dan sekolah. Jakarta: LSAF dan ALIVE Indonesia.

Munawwir, A. W. (1997). Kamus Arab-Indonesia (14th ed.). Surabaya: Pustaka Progressif.

Naim, N. (2012). Character building: Optimalisasi peran pendidikan dalam pengembangan ilmu dan pembentukan karakter bangsa. Yogyakarta: Ar-Ruzz Media.

Nunnally, J. C. (1981). Psychometric theory. New York, NY: Mc-Graw Hill.

O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learning: Practical approaches for teachers. New York, NY: Addison-Wesley.

Plomp, T. (1997). Educational design research: An introduction. In T. Plomp & N. Nieveen (Eds.), Educational design research. Enschede: Faculty of Educational Science and Technology, University of Twente.

Popham, W. J. (1995). Classroom assessment: What teachers need to know. Boston, MA: Allyn and Bacon.

Retnawati, H. (2016). Proving content validity of self-regulated learning scale (The comparison of Aiken index and expanded Gregory index). REiD (Research and Evaluation in Education), 2(2), 155-164. https://doi.org/10.21831/reid.v2i2.11029

Schiller, P., & Bryant, T. (2012). 16 moral dasar bagi anak (S. Sensusi, trans.). Jakarta: PT Elex Media Komputindo.

Schopenhauer, A. (1997). Menembus selubung sang maya. In F. M. Suseno (Ed.), 13 Model pendekatan etika. Yogyakarta: Kanisius.

Semiawan, C. R. (Ed.). (2008). Penerapan pembelajaran pada anak. Jakarta: Indeks.

Stiggins, R. J. (1991). Relevant classroom assessment training for teachers. Educational Measurement: Issues and Practice, 10(1), 7-12. https://doi.org/10.1111/j.1745-3992.1991.tb00171.x

Suyadi, S. (2013). Strategi pembelajaran pendidikan karakter. Bandung: Remaja Rosdakarya.

Suyanto, S. (2005). Konsep dasar pendidikan anak usia dini. Jakarta: Departemen Pendidikan Nasional.

Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). Stanford-Binet intelligence scale (4th ed.). Chicago, IL: Riverside.

Zaenul, A. (2001). Alternative assessment. Jakarta: Direktorat Jenderal Pendidikan Tinggi, Departemen Pendidikan Nasional.

Zuchdi, D. (2006). Pendidikan karakter melalui pengembangan keterampilan hidup (life skills development) dalam kurikulum persekolahan. In Laporan penelitian hibah pascasarjana. Yogyakarta.

Share

COinS