Instrumen baku penilaian kemandirian siswa PAUD: Model pengembangan berbasis Mardapi (10 langkah)

Abstract

Penelitian ini bertujuan: (1) mengidentifikasi instrumen yang digunakan guru untuk menilai sikap kemandirian siswa PAUD di Kecamatan Dukun, (2) mengembangkan model instrumen penilaian kemandirian yang layak dan baku, serta (3) memetakan capaian kemandirian siswa TK Pertiwi Sengi 2. Penelitian menggunakan pendekatan research and development dengan prosedur Mardapi yang dimodifikasi (10 langkah): penyusunan model hipotetik, validasi ahli, revisi bertahap, uji keterbacaan, uji coba agak luas, uji coba luas, finalisasi, dan implementasi instrumen. Teknik wawancara dan observasi digunakan untuk menelaah praktik penilaian guru; data kuantitatif diperoleh dari uji coba instrumen pada siswa TK Pertiwi Sengi 2 Tahun Pelajaran 2020/2021. Analisis meliputi exploratory factor analysis (EFA), reliabilitas Cronbach’s alpha, dan deskriptif. Hasil menunjukkan guru belum menggunakan instrumen kemandirian yang baku. Instrumen akhir memuat 4 indikator dan 15 butir pernyataan dengan kelayakan sampel yang memadai (KMO = 0,752) dan reliabilitas internal baik (alpha = 0,749). Pemetaan awal mengindikasikan rata-rata tingkat kemandirian siswa berada pada kategori tinggi (≈ 67,57%). Temuan menegaskan bahwa model pengembangan berbasis Mardapi efektif menghasilkan alat ukur yang dapat digunakan guru untuk pemantauan kemandirian secara terstandar, sekaligus memberi dasar perbaikan pembelajaran dan pelibatan orang tua di konteks PAUD.

A standardized instrument for assessing independence in early learners: A ten-step Mardapi-based development

Abstract: This study aimed to: (1) identify instruments currently used by teachers to assess independence attitudes in early childhood education (ECE) within the Dukun District, (2) develop a feasible and standardized assessment instrument, and (3) map independence levels among students at TK Pertiwi Sengi 2. A research and development approach was employed using a modified ten-step Mardapi procedure: hypothetical model design, expert validation, iterative revisions, readability testing, small-scale and broader tryouts, finalization, and implementation. Teacher interviews and classroom observations examined existing assessment practices; quantitative data were collected during instrument tryouts with TK Pertiwi Sengi 2 students (Academic Year 2020/2021). Analyses comprised exploratory factor analysis (EFA), Cronbach’s alpha reliability, and descriptive statistics. Results show that teachers had not been using a standardized instrument. The finalized tool consists of 4 indicators and 15 items, demonstrating adequate sampling adequacy (KMO = 0.752) and acceptable internal consistency (alpha = 0.749). Initial profiling indicates that students’ independence levels fall in the high category (≈ 67.57%). These findings suggest that the Mardapi-based development model yields a practical, standardized instrument that teachers can use to monitor independence in ECE settings and to inform instructional improvements and parental engagement.