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All Journal Upadhyaya : Jurnal Pendidikan MUBTADI: Jurnal Pendidikan Ibtidaiyah
Tri Sutrisno
Universitas Islam Negeri Madura
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ASSESSMENT OF EMOTIONAL MATURITY IN ELEMENTARY SCHOOL STUDENTS: PSYCHOMETRIC VALIDATION AND RELIABILITY EVIDENCE Tri Sutrisno; Neni Mariana; Nadi Suprapto; Suryanti; Wahono Widodo; Wiryanto
MUBTADI: Jurnal Pendidikan Ibtidaiyah Vol. 8 No. 1 (2026)
Publisher : UIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/mubtadi.v8i1.24925

Abstract

Emotional maturity is a critical component of psychosocial development in elementary school children that requires systematic nurturing. Valid and reliable assessment instruments are therefore essential to objectively measure emotional maturity, enabling early identification and providing a scientific basis for designing mental health development programs, particularly in underserved communities such as children from the Madura ethnic group in Indonesia. Existing instruments are still limited in terms of item coverage, conceptual indicators, and suitability for the developmental characteristics of elementary school students. This study aimed to develop and validate a comprehensive instrument for assessing emotional maturity using a systematic Research and Development (R&D) method. The instrument was tested in two stages, namely expert validation through a Focus Group Discussion (FGD) and empirical testing involving 20 fifth-grade students at Cangkreng 1 Public Elementary School, Sumenep Regency, Madura. Content validity was analyzed using the Item-Level Content Validity Index (I-CVI) and Scale-Level Content Validity Index (S-CVI), while item validity and reliability were examined using SPSS and Cronbach’s Alpha. The FGD produced an S-CVI score of 0.993 for instruction, content, and language, showing a very high level of expert agreement. Item evaluation also resulted in an S-CVI score of 0.87, indicating strong content validity with only minor revisions. Empirical testing showed that all items obtained correlation values between 0.910 and 0.937, exceeding the critical value of 0.444 at α = 0.05. The Cronbach’s Alpha coefficient of 0.990 confirmed excellent reliability and internal consistency. These results indicate that the instrument is theoretically valid and empirically reliable for use by teachers, counselors, and researchers in assessing children’s emotional maturity.. Future studies should expand large-scale validation and integrate digital assessment systems to enhance scalability and innovation in child mental health monitoring.
EKSPLORASI IMPLEMENTASI BIMBINGAN DAN KONSELING PENDIDIKAN DASAR DI MALAYSIA Tri Sutrisno; Rabiatul Adawiyah
UPADHYAYA: JURNAL PENELITIAN PENDIDIKAN Vol 6 No 2 (2025): Volume 6 No. 2 (Oktober 2025)
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/up.v6i2.5503

Abstract

This study aims to explore the implementation of guidance and counseling services in Malaysian elementary schools and to identify adaptation ideas that may be applied in other countries. The research employed a qualitative approach with a case study design conducted at Sekolah Kebangsaan Telok Panglima Garang, Selangor, Malaysia. Data were collected through interviews with classroom teachers and documentation of counseling programs, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Data validity was ensured through triangulation of sources, techniques, and contextual description. The findings indicate that guidance and counseling in Malaysian elementary schools are carried out professionally by Full-Time Guidance and Counseling Teachers (Guru Bimbingan dan Kaunseling Sepenuh Masa / GBKSM) using holistic, preventive, and collaborative approaches. Innovative programs such as mentor-mentee, peer counseling, and the utilization of digital counseling have proven effective in supporting students’ academic, emotional, and social development. The success of the implementation is further strengthened by curriculum integration, the establishment of counseling units, national guidelines, as well as active involvement of parents and the community. The study recommends several adoption strategies, including the placement of specialized counseling teachers in elementary schools, integration of counseling services into the curriculum, teacher capacity building, the use of technology, and modifications tailored to local cultural contexts. These findings emphasize that guidance and counseling services play a crucial role in fostering inclusive, high-quality, and sustainable primary education.
Co-Authors Nadi Suprapto Neni Mariana Rabiatul Adawiyah Suryanti Wahono Widodo Wiryanto Wiryanto