Pengembangan Model Instrumen Asesmen Pencapaian Perkembangan Fisik Motorik Anak pada Taman Kanak-Kanak

-, Utsman

Lembaran Ilmu Kependidikan
Vol 42, No 1 (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.