Abstract:

Tujuan penelitian ini adalah (1) Menghasilkan instrumen self assesment berkebinekaan global pada siswa fase B yang valid dan reliabel, (2) Mengetahui analisis konstruk instrumen self assesment berkebinekaan global pada siswa fase B (3) Mengetahui hasil instrumen self assesment berkebinekaan global pada siswa fase B menggunakan instrumen yang dikembangkan. Model penelitian yang digunakan adalah model penelitian dan pengembangan atau Penelitian Reasearch and Development (R&D). Peneliti mengadopsi langkah pengembangan oleh Heidi L. Andrade, terdiri dari tujuh langkah yaitu: (1) Menentukan tujuan penilaian; (2) Menentukan spesifikasi instrumen; (3) Mengembangkan butir instrumen; (4) Pemilihan skala pengukuran; (5) Uji validitas dan reliabilitas; (6) Revisi berdasarkan uji coba; dan (7) Menyusun instrumen final. Subjek penelitian ini siswa sekolah dasar fase B di Kecamatan Dukun. Teknik sampel yang digunakan cluster random sampling. Jumlah siswa yang menjadi subyek penelitian sebanyak 243 siswa, 15 siswa untuk uji coba lapangan tahap I, 35 siswa untuk uji coba lapangan skala terbatas dan 193 siswa untuk uji instrumen. Analisis data yang digunakan adalah validitas isi dari Aiken, validitas konstruk dengan EFA (Exploratory Factor Analysis), reliabilitas dengan pendekatan alpha cronbanch dan hasil penilaian dengan statistik deskriptif. Analisis menggunakan bantuan program Excel dan SPSS 24.00. Berdasarkan hasil penelitian diperoleh (1) Pengembangan instrumen self assessment berkebinekaan global pada siswa sekolah dasar fase B valid berdasarkan validasi ahli. (2) Konstruk instrumen self assesment sikap berkebinekaan global terdiri atas 11 indikator (3) Hasil Penilaian Instrumen Self Assesment sikap berkebinekaan global menunjukkan bahwa dari 25 butir pernyataan terdapat rerata skor 2,7 masuk dalam kategori B.

Abstract: The purpose of this research is (1)to develop a valid and reliable global diversity self assessment instrument for Phase B elementary school students, (2)to analyze the construct of the global diversity self-assessment instrument for Phase B elementary school students, and (3)to determine the results of the global diversity self-assessment instrument for Phase B elementary school students using the developed instrument. The research model used is the Research and Development (R&D). The researcher adopts the development steps by Heidi L. Andrade, which consist of seven steps: (1)determining assessment objectives, (2)determining instrument specifications, (3)developing item statements, (4)selecting measurement scales, (5)testing validity and reliability, (6) revising based on trials, and (7)compiling the final instrument. The subjects of this study are Phase B elementary school students in Dukun District. The sampling technique used is cluster random sampling. The study involves 243 students as subjects, with 15 students for the first-stage field trial, 35 students for the limited-scale field trial, and 193 students for the instrument testing phase.  Data analysis includes content validity using Aiken's V, construct validity using Exploratory Factor Analysis (EFA), reliability using Cronbach's alpha, and assessment results using descriptive statistics. Data analysis is conducted using Excel and SPSS 24.00. Based on the results include: (1)the development of a valid global diversity self-assessment instrument for Phase B elementary school students based on expert validation, (2) the construct of the global diversity self-assessment instrument includes 11 indicators, and (3)the assessment results of the global diversity self-assessment instrument show that out of 25 statement items, the average score of 2.7 falls into category B.