Pengembangan Model Instrumen Asesmen Pencapaian Perkembangan Fisik Motorik Anak pada Taman Kanak-Kanak - -, Utsman (Universitas Negeri Semarang, 2013)
Tujuan penelitian ini adalah: (1) mendeskripsikan model instrumen asesmen yang digunakan oleh guru untuk mendeteksi pencapaian perkembangan fisik motorik anak usia dini pada Taman Kanak-Kanak (TK), (2) mengembangkan instrumen asesmen pencapaian perkembangan fisik motorik anak usia dini di TK yang kreteria valid, reliabel, dan goodness of fit statistic. Penelitian ini menggunakan model Research and Development dari Plomp sebagai berikut, yaitu: (1) mengkaji teori, hasil penelitian, dan instrumen asesmen yang digunakan guru, (2) mendesain konstruks, indikator, deskriptor, item instrumen, menetapkan skor, dan pedoman penggunaan instrumen. (3) validasi keterbacaan instrumen, validasi expert, dan validasi dengan focus group discussion. (4) uji empirik dengan menggunakan subjek coba anak Taman Kanak-Kanak, dan (5) mensosiaalisaikan model. Hasilnya menunjukkan: (1) Ada tiga model instrumen asesmen yang digunakan guru TK, yaitu model isntrumen asesmen berbasis kompetensi, berbasis perkembangan anak, dan berbasis semester, (2) Instrumen asesmen pencapaian perkembangan fisik motorik anak usia dini adalah valid, reliabel, dan goodness of fit statistic karena faktor loading item terkecil adalah, 0,830 (0,50), koefisiensi reliabilitas Cronbach’s Alpha terkecil 0,946 (α0,70), P-value 0,05 dan root mean square error of approximation (RMSEA) 0,05. The objectives of this research : (1) to describe the achievement assessment instrument of early childhood psychomotor development used by teachers at kindergarten, (2) to develop an assessment instrument for achievement of psychomotoric development of early childhood at kindergartens which meet the criteria of validity, reliability, and goodness of fit statistic. This research is Reserach Devolepment as follows: (1) reviewing the theory, research, and assessment instruments used by teachers, (2) construct design, indicators, descriptors, item instrument, set score, and guidelines for the use of the instrument. (3) validation of the instrument legibility, expert validity, and by focus group discussion. (4) using the empirical test subject trying to kindergarten children, and (5) disseminate the model. The results show: (1) There are three models of the instruments used kindergarten teacher, that are: the competency-based model, based on a child’s development, and the semester-based, (2) assessment instrument attainment of physical motor development of early childhood is valid, reliable, and goodness of fit statistic because it is the smallest factor loading items, 0.830 ( 0.50), Cronbach’s Alpha reliability coefficient of 0.946 smallest (α 0.70), P-value 0.05 and root mean square error of approximation (RMSEA) 0.05.