scholarly journals An emotion assessment model for Elementary School students

2017 ◽  
Vol 21 (1) ◽  
pp. 80-92
Author(s):  
Herwin Herwin ◽  
Djemari Mardapi
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Goodness Of Fit ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Kappa Statistics ◽  
School Students ◽  
Cohen’S Kappa ◽  
Cohen's Kappa ◽  
Emotion Assessment

This study aims to produce an emotion assessment model for elementary school students, identify the characteristics of the quality of the emotion assessment instrument, and obtain information about the results of emotion assessment. The study employed the design and development (D&D) approach. The study was conducted at 9 elementary schools. The data were collected through questionnaires, observations, and  interviews. The data analysis techniques were Cohen’s Kappa Inter-Rater analysis and Goodness of Fit analysis using Mokken Scalability Analysis. The results of the study show that the emotion assessment model for students consists of six aspects of emotion, i.e.: fear, anger, sadness, boredom, joy, and curiosity. The model consists of 16 indicators and 60 observed items. The emotion assessment model consists of instrument grids, a user’s guide, a scoring rubric, and a guide for result interpretation. The emotion assessment model is valid and reliable based on the in inter-rater testing through Cohen’s Kappa statistics with an average Kappa coefficient of 0.82 (almost perfect). The results of emotion assessment by teachers are: the fear of elementary school students ranging from high, medium and low category. The anger of students ranges from high, medium and low. The sadness of students ranges from moderate to low category. Boredom of students ranges from medium to low category. The joy of the students is in the high category. The curiosity of students ranges from high and medium category.

scholarly journals Performance Assessment Instrument Model in Defensive Lob Learning for Elementary School Students

2021 ◽  
Vol 4 (2) ◽  
pp. 88-95
Author(s):  
Burhan Hambali ◽  
Yusuf Hidayat ◽  
Yunyun Yudiana ◽  
Tite Juliantine ◽  
Alit Rahmat ◽  
...  
Keyword(s):  
Elementary School ◽  
Performance Assessment ◽  
Elementary School Students ◽  
Performance Test ◽  
Reliability And Validity ◽  
Individual Performance ◽  
Assessment Model ◽  
Assessment Instrument ◽  
School Students ◽  
A Performance

The study was aimed at developing a performance assessment instrument model for defensive lob learning. The research method used was Research Development method for developing an assessment instrument referring to eight stages of activity, including choosing good test criteria, analyzing the sport to be tested, selecting and looking for theoretical concept literatures, selecting test items, establishing procedures, administering expert judgements, testing the instrument, and testing the estimated level of validity and reliability. The participants involved were fifth grade elementary school students aged 11-12 years. The development of instrument referred to a performance test instrument with an individual performance assessment model. The analysis consisted of the estimation of content validity (Lawshe's CVR), test-retest reliability, and inter-rater reliability (interclass coefficient correlation). The results of the analysis showed that the reliability and validity of the assessment instrument obtained a good criteria significantly (p_value 0.05). The results of reliability and validity testing conclude that the developed performance assessment instrument model can be used to measure defensive lob skills in Badminton learning for Elementary School students.

scholarly journals PENGEMBANGAN MODEL PENILAIAN KETERAMPILAN INTRAPRIBADI DAN ANTARPRIBADI DALAM PENDIDIKAN KARAKTER DI SEKOLAH DASAR

2015 ◽  
Vol 19 (1) ◽  
pp. 1-12
Author(s):  
Akif Khilmiyah ◽  
Sumarno Sumarno ◽  
Darmiyati Zuchdi
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Research And Development ◽  
Character Education ◽  
Elementary School Students ◽  
Goodness Of Fit ◽  
Interpersonal Skills ◽  
Descriptive Analysis ◽  
Assessment Model ◽  
School Students

Penelitian ini bertujuan untuk mengembangkan model penilaian keterampilan intrapribadi dan antarpribadi dalam pendidikan karakter di SD yang valid, reliabel, dan cocok secara statistik. Penelitian ini menggunakan model research and development dari Plomp dengan lima fase, yaitu: investigasi, desain, realisasi, tes, dan implementasi. Subjek  penelitian yaitu  siswa kelas V SD di DI Yogyakarta. Pengumpulan data menggunakan kuesioner, dokumentasi, wawancara, FGD, dan observasi. Analisis data menggunakan analisis deskriptif, formula Aiken’s V, EFA dan CFA. Simpulan penelitian ini yaitu konstruk penilaian keterampilan intrapribadi dan antarpribadi dalam pendidikan karakter telah memenuhi syarat validitas, reliabilitas, dan goodness of fit statistic; dan panduan penilaian keterampilan intrapribadi dan antarpribadi dalam pendidikan karakter di SD dinilai komprehensif, mudah, dan praktis oleh para guru selaku pengguna.Kata kunci: keterampilan intrapribadi, keterampilan antarpribadi, pendidikan karakter.______________________________________________________________ DEVELOPING OF ASSESSMENT MODEL OF INTRAPERSONAL AND INTERPERSONAL SKILLS BASED ON CHARACTER EDUCATION IN ELEMENTARY SCHOOLS Abstract The objectives of this study is to develop the assessment model of intrapersonal and interpersonal skills in character education of elementary school students that fit into the criteria of validity, reliability and goodness of fit statistic. This study used plomp’s research and development model which consisted of five phases, namely: investigation, design, realization, testing, and implementation. The subjects of this study were the fifth grade students of the elementary schools in Yogyakarta Special Region. The data were collected using a questionnaire, documentation, interview, focus group discussion, and observation, and analyzed using the descriptive analysis, formula aiken's V, Exploratory FactorAnalysis (EFA), and  Confirmatory Factor Analysis (CFA). The results of this study are as follows, (1) the assessment construct of intrapersonal and interpersonal skills based on character education for elementary school students has fulfilled  the criteria of validity, reliability, and the goodness of fit statistic. Keywords: intrapersonal skills, interpersonal skills, character education

scholarly journals Chair dimension compatibility with elementary school students anthropometric data in North Jakarta

2021 ◽  
Vol 4 (1) ◽  
pp. 12-18
Author(s):  
Hiromi Hiromi ◽  
Yunisa Astiarani ◽  
Robi Irawan ◽  
Mariani Santosa
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Goodness Of Fit ◽  
Cross Sectional Study ◽  
School Students ◽  
Goodness Of Fit Test ◽  
Chi Square ◽  
Cross Sectional ◽  
Average Size ◽  
School Furniture

BACKGROUND In Indonesia, primary school begins at 6 years old and continues until 12, where most of their growth is experienced at that age. Non-ergonomic school furniture can harm the musculoskeletal system. This study evaluates the suitability of chair dimensions to elementary school student’s anthropometry in North Jakarta. METHODSA cross-sectional study of 98 students in North Jakarta. Chair dimension data and student anthropometry were measured using a tape measure, which was then analyzed using the Chi-Square Goodness of Fit Test to evaluate their suitability. RESULTSThe ages of the students ranged from 5 to 11 years. Anthropometric measurements of students show that the mean Sitting Shoulder Height is 41.81±4.36 cm, Popliteal Height 36.83±3.77 cm, Hip Breadth 25.88±3.47 cm, and Buttock-Popliteal Length 36.56±4.33 cm. While the average size assessed from the seat dimensions is Seat Height 41.71±0.22 cm, Seat Width 37.2±1.26 cm, Seat Depth 37.2±1.42 cm, and Backrest Height Above Seat 35.54±3.19 cm. The results of Goodness of Fit with Kendall's Tau-b critical value for the suitability of chair dimensions to student anthropometry were 0.37, and vice versa 0.672, which stated a discrepancy. CONCLUSIONThere is a mismatch between chair dimension and anthropometry of elementary school students in North Jakarta. Adjustment of chair dimensions needs to be done using a student's average size approach to prevent musculoskeletal disorders.

scholarly journals Designing Assesment Task of Student Creative Thinking Assisted by Google Form

2020 ◽  
Vol 5 (7) ◽  
pp. 512-517
Author(s):  
Rahmat Setyawan ◽  
Tatag Yuli Eko Siswono ◽  
Wiryanto .
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Creative Thinking ◽  
Student Response ◽  
Assessment Instrument ◽  
Design Stage ◽  
School Students ◽  
D Model ◽  
Expert Validation

This study aims to describe the process of developing and assessing the quality of mathematical creative thinking instruments for elementary school students assisted by Google Form. The method used is a 4-D model development research carried out through four stages, namely defining, designing, developing, and distributing. The subjects in this research were students of 6th grade Ketintang I /409 elementary school Surabaya, consisting of four classes (VI A, B, C, and D) of 115 students. Data collection is done through expert validation, teacher questionnaires, student response questionnaires, and assessment of students' creative thinking. The results of the research are the process of developing an instrument for evaluating the mathematical creative thinking of elementary school students assisted by Google Form carried out with a 4-D model consisting of 4 stages: the defining stage (initialfinal analysis, students, assignments, concepts, and formulation of learning objectives), the design stage (preparation of the evaluation grid and assessment criteria as well as the initial design of the assessment instruments), the development stage (expert validation and development trials), and the deployment stage. The quality of the product development of the development of an assessment instrument for mathematical creative thinking of elementary school students assisted by Google Form is valid with an average result of instrument format validation 85, content validation 100 and language validation 95. Very efficient (very practical) with an average efficiency result of 3.6 of maximal 4. Effective because the product produced can measure students' creative thinking abilities. Based on the analysis of creative thinking, the results of the assessment of creative thinking carried out can be used to measure the level of students' creative thinking abilities.

scholarly journals Development an honesty and discipline assessment instrument in the integrated thematic learning at elementary school

2019 ◽  
Vol 7 (1) ◽  
pp. 9-19
Author(s):  
Ari Setiawan ◽  
Syarief Fajaruddin ◽  
Dinar Westri Andini
Keyword(s):  
Elementary School ◽  
Construct Validity ◽  
Content Validity ◽  
Rating Scale ◽  
Peer Assessment ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Research Subjects ◽  
School Students

Honest and discipline as learning outcomes need to be assessed. Many teachers have difficulty developing honesty and discipline assessments. The lack of honest and discipline assessment instruments require special attention in development. The purposes of this developmental research were to find out: (1) honest and discipline instrument indicators; (2) content validity of the instrument; (3) construct validity of the instrument; (4) instrument reliability and (5) instrument application for assessment. The research method used the development of affective instruments. The research subjects were 140 students of grade IV and V on the elementary school. The instrument used a peer-assessment model with a summative rating scale. Data analysis technique used content validity with Aiken index; construct validity with Exploratory Factor Analysis (EFA); reliability with Cronbach; and application of instrument with descriptive quantitative. The results of the study were indicators of honest assessment instruments and discipline of the peer-assessment model, consisted of 4, honest: convey the true information and do the examination independently. Discipline: come to school on time and obey the rules of the school. The content validity of the developed assessment instruments based on the theory had fulfilled and included in the high category. The construct validity for the developed instrument had fulfilled; means, all items were valid. Reliability of the developed instrument had met the requirements; means, the instruments were reliable. The developed instruments can be used for assessment and proved by the use of instruments for honest and disciplined assessment of elementary school students.

scholarly journals OPTIMALISASI PENERAPAN MODEL PENILAIAN OTENTIK UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR

2014 ◽  
Vol 2 (1) ◽  
pp. 109-120
Author(s):  
Yunus Abidin
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Elementary School Students ◽  
Authentic Assessment ◽  
Statistical Testing ◽  
Assessment Model ◽  
School Students ◽  
Test Technique ◽  
Comprehension Ability ◽  
Quasi Experimental

Abstract: The priority issue in this study is the lack of reading comprehension ability of elementary students. One cause of this condition is emerging that reading comprehension is still ongoing learning monotonous and did not using authentic assessment. To improve the reading comprehension skills of primary school students, this research was optimizing the using of authentic assessment model in teaching reading comprehension. This research was conducted by using the quasi-experimental method. Research samples were elementary school students from three schools with three different characteristics. Data were collected using a test technique. The data were processed using the statistical testing anova test. Based on the research and the results of the data analysis it can be concluded that the model of authentic assessment with proper design can enhance the ability of elementary school students' reading comprehension. DOI: 10.15408/tjems.v1i1.1121

Emotional and social intelligence assessment model for student character reinforcement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Akif Khilmiyah ◽  
Giri Wiyono
Keyword(s):  
Factor Analysis ◽  
Social Intelligence ◽  
Goodness Of Fit ◽  
Soft Skills ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Observation Data ◽  
School Students ◽  
Content Type ◽  
Intelligence Assessment

PurposeThe purpose of this study is to help teachers resolve the difficulties in assessing the students' characters through the development of valid, reliable, goodness-of-fit statistic instrument of emotional and social intelligence assessment for elementary school students.Design/methodology/approachThis study used a research and development model from Plomp with five phases, such as investigation, design, realization, testing and implementation. The research subjects were 345 students of class IV amongst 20 elementary schools in Yogyakarta. Data collection used questionnaires, documentation, interviews, Forum Group Discussion and an observation. Data analysis used descriptive analysis, Aiken's V, exploratory factor analysis and confirmatory factor analysis formulae.FindingsThe research study helps solve the difficulties of teachers in assessing emotional and social intelligence, which have previously been in only one area of psychomotor. The design of emotional and social intelligence assessment instruments is made from three domains of character, namely, cognitive, affective and psychomotor. The form of the instrument is non-test in three variations. The construct of social and emotional intelligence assessment for a character reinforcement has met the validity, reliability and goodness-of-fit statistic.Research limitations/implicationsThis study explains that the Emotional and Social Intelligence (ESI) model is applied for measuring cognitive, affective and psychomotor in children. This study proves that the ESI model is a comprehensive assessment model for evaluating the children's soft skills, includes (1) personal abilities: the ability to make rational decisions, the ability to design the future and (2) social skills: the ability to work together and the ability to understand other people.Practical implicationsTeachers can measure and determine the condition of children's soft skills by operating the ESI model. Based on the knowledge of the correct soft skill conditions, the teacher can adjust the teaching materials and teaching methods that would improve the child's soft skills regarding to their respective conditions. Mastering these soft skills will affect the children's capability in facing the challenge in the upcoming society's life.Originality/valueThe novelty of this study is the design model of the emotional and social intelligence assessment instrument developed comprehensively and practically as it is created from three domains of character and three forms of non-test questions, so that the assessment is not mechanical, and easily practiced by users.

scholarly journals Model of affective assessment of primary school students

2016 ◽  
Vol 2 (1) ◽  
pp. 25 ◽  
Author(s):  
Amir Syamsudin ◽  
Budiyono Budiyono ◽  
Sutrisno Sutrisno
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Assessment Instrument ◽  
Dissemination And Implementation ◽  
Validity And Reliability ◽  
School Students ◽  
Self Confidence ◽  
The Social ◽  
Affective Assessment ◽  
Five Phases

This study aims to develop an instrument of affective assessment to measure the social competence of elementary school students in the learning process in schools. This study used the development model of Borg & Gall’s approach which was modified into five phases, including the need analyses, developing draft of the product conducted by experts, developing an affective assessment instrument, trying out the affective assessment instrument conducted by teachers of primary education in Yogyakarta, and the dissemination and implementation of the developed affective assessment instrument. The subjects were elementary school students whose school implemented Curriculum 2013 in the academic year of 2013/2014. The validity and reliability of each construct of the affective instrument were established using the PLS SEM Wrap PLS 3.0 analysis program. The study finds the following results. First, the construct of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing has been supported by empirical data. Second, the validity of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing meets the criteria above 0.70 for each indicator of the loading factor and the criteria below 0.50 for each indicator score of the cross-loading factor. Third, the reliability of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in limited, main, and extended testing meets the criteria above 0.70 for both composite reliability and Cronbach’s alpha scores. Fourth, the number of indicators at preresearch was 53, and 10 indicators were rejected in the limited testing, and four indicators were rejected in the main testing, and one indicator was rejected in the extended testing.

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