INSTRUMEN KESIAPAN BELAJAR: ASESMEN NON-TES UNTUK MENGUKUR KESIAPAN BELAJAR ANAK USIA DINI DALAM PERSPEKTIF NEUROSAINS
DOI:
https://doi.org/10.26740/jp2kgaud.2020.1.1.17-32Keywords:
semangat sekolah, instrumen, neurosainsAbstract
Penelitian ini bertujuan untuk mengembangkan Instrumen Kesiapan Sekolah (SRI) menggunakan perspektif ilmu saraf untuk mengukur kesiapan anak ke sekolah dasar yang dirancang untuk memudahkan guru dan orang tua untuk menilai perkembangan anak melalui pengamatan kinerja harian mereka. Metode yang digunakan adalah mengikuti desain model ADDIE dengan subjek 50 anak usia 5-6 tahun. Analisis awal menunjukkan perlunya tiga domain: pengembangan motorik, kognitif dan bahasa, dan pengaturan diri untuk kesiapan belajar. Hasil validitas mengungkapkan perubahan pada lima domain SRI yang lebih terperinci: pengembangan motorik, kognitif dan bahasa, perkembangan sosial, kematangan emosi, dan keterlibatan belajar. Uji coba dilakukan dalam dua kelompok dengan hasil pembangunan tinggi dan rendah. Reliabilitas interrater menunjukkan konsistensi antara guru dan orang tua. Dari hasil ini menunjukkan bahwa SRI merupakan indikator yang tepat untuk digunakan sebagai ukuran kesiapan sekolah anak usia dini.
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B. Hart, & T. R. Risley, œMeaningful differences in the everyday experience of young American children, Baltimore: Brookes. 1995.
P. A. Graziano, R. D. Reavis, S. P. Keane, & S. D. Calkins, œThe role of emotion regulation in childrens early academic success, Journal of School Psychology, 45(1), p. 319, 2007.
C. C. Raver, E. K. Blackburn, M. Bancroft, & N. Torp, œRelations between effective emotional self-regulation, attentional control, and low- income preschoolers social competence with peers, Early Education and Development, 10(3), p. 333350, 1999.
S. E. Rimm-Kaufman, & J. Kagan, œInfant predictors of kindergarten behavior: The contribution of inhibited and uninhibited temperament types, Behavioral Disorders, 30(4), p. 331347, 2005.
R. M. Abenavoli, M. T. Greenberg, & K. L. Bierman, œIdentification and
validation of school readiness profiles among high-risk
kindergartners, Early Childhood Research Quarterly, 38(1), 33-43. 2017.
Couglin, P. A., Hansen, K. A., Heller, D., Kaufmann, R. K., Stolberg, J. R &
Wash, K. B (2004). Menciptakan kelas yang berpusat pada anak.
Wasington DC: Childrens Resources International, INC.
I. Basuki, & Haryanto. œAssesmen pembelejaran, Bandung: PT. Remaja Rosdakarya, 2014
K. La Paro & R. Pianta, œPredicting children's competence in the early school years: A meta-analytic review, Review of educational research, 70(4),
p. 443-484. 2000.
W. Sulistyaningsih, œKesiapan bersekolah ditinjau dari jenis pendidikan pra
sekolah anak dan tingkat pendidikn orangtua, Psikologia, 1 (1), p. 1-
8. 2005.
M. Janus & D. Offord, œDevelopment and psychometric properties of the
Early Development Instrument (EDI): A measure of children's school readiness,Canadian Journal of Behavioural Science / Revue
canadienne des sciences du comportement, 39(1), p. 1-22. (2007).
J. Welsh, R. Nix, C. Blair, K. Bierman & K. Nelson, œThe development of
cognitive skills and gains in academic school readiness for children from low-income families, Journal of educational psychology, 102(1), p.
43. 2010.
R. Abenavoli, M. Greenberg, & K. Bierman, œIdentification and validation
of school readiness profiles among high-risk kindergartners. Early
Childhood Research Quarterly, 38(1), p. 33-43. 2017.
C. Blair, & C. Raver, œSchool readiness and self-regulation: A developmental psychobiological approach, Annual Review of psychology, 66, p. 711-731. (2015).
G. Duncan, C. Dowsett, A. Claessens, K. Magnuson, A. Huston, P. Klebanov, & H. Sexton, œSchool readiness and later achievement, Developmental psychology, 43(6), p. 1428-1446. 2007.
P. Goble, L. Hanish, C. Martin, N. Eggum-Wilkens, S. Foster, & R. Fabes, œPreschool contexts and teacher interactions: Relations with school
30 Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini
Ruqoyyah Fitri: Instrumen Kesiapan Belajar...
readiness,Early Education and Development,27(5), p. 623-641.
2016.
K. Snow, œIntegrative view of the domains of child function: Unifying school
readiness. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), œSchool readiness and the transition to kindergarten in the era of accountability, (pp. 197216). 2007. Baltimore, MD: Paul H Brooks Publishing.
L. Marotz, & K. Allen, œ Developmental profiles pre-birth through adolescence, 7th edition. USA: Wadsworth, Cengage Learning. 2013.
C. Trentacosta, & S. Fine, œEmotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review, Social Development, 19(1), p. 129. 2010.
S. Denham, K. Blair, E. DeMulder, J. Levitas, K. Sawyer, S. Auerbach Major, & P. Queenan, œPreschool emotional competence: Pathway to social competence?, Child development, 74(1), p. 238-256. 2003.
J. Santrock, œlife span developmen perkembangan masa hidup, Alih bahasa Achmad Chusairi, Edisi kelima, Jilid 1. Jakarta: Erlangga. 1995.
C. A. Nelson, & F. E. Bloom, œChild development and neuroscience, Child development, 68(5), p. 970-987, 1997.
C. Blair, "School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children`s functioning school entry," American psychologist, 57(2), p. 111, 2002.
G. Leisman, O. Braun-Benjamin, & R. Melillo, œCognitive-motor interactions of the basal ganglia in development,Frontiers in systems neuroscience, 8 (16), p. 1-18, 2014.
G. Leisman, & R. Melillo, œThe basal ganglia: motor and cognitive relationships in a clinical neurobehavioral context, Reviews in the Neurosciences, 24(1), p. 9-25. 2013.
G. K. Murray, J. Veijola, K. Moilanen, J. Miettunen, D. C. Glahn, T. D. Cannon, œInfant motor development is associated with adult cognitive categorisation in a longitudinal birth cohort study. J. Child Psychol. Psychiatry 47, p. 2529, 2006.
R. M. Branc, œInstructional design: The ADDIE approach, New York: Springer, 2010.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2014 tentang Standar Nasional Pendidikan Anak Usia Dini.
J. W. Santrock, œlife span developmen, perkembangan masa hidup, Alih bahasa Achmad Chusairi, Edisi kelima, Jilid 1. Jakarta: Erlangga, 1995.
S. Kagan, œReadiness past, present, and future: Shaping the agenda., Young Children, 48(1), p. 48-53. 1992.
G. Doherty, œZero to six: The basis for school readiness. Ottawa, ON: Human Resources Development Canada. R-97-8E. 1997.
S. Denham, œThe emotional basis of learning and development in early childhood education. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (pp. 85 103). Mahwah, NJ: Erlbaum. 2006.
C. Horton, & B. Bowman, œChild assessment at the preprimary level: Expert opinion and state trends, Chicago: Herr Research Center at the Erikson Institute. 2002.
C. Raver, & E. Zigler, œSocial competence: An untapped dimension in evaluating Head Starts success, Early Childhood Research Quarterly, 12(4), p. 363385. 1997.
R. Thompson, & H. Raikes, œThe social and emotional foundations of school readiness, In D. F. Perry, R. K. Kaufmann, & J. Knitzer
Vol. 1, No. 1, Mei 2020 31 (Eds.), Social and emotional health in early childhood: Building bridges between services and systems (pp. 1335). Baltimore: Brookes. 2007.
J. Beitchman, B. Wilson, E. Brownlie, H. Walters, & W. Lancee, œLong-term consistency in speech/language profiles: I. Developmental and academic outcomes, Journal of the American Academy of Child & Adolescent Psychiatry, 35(6), p. 804814. 1996.
A. Brandone, S. J. Salkind, R. M. Golinkoff, & K. Hirsh-Pasek, K. œLanguage development. In G. G. Bear & K. M. Minke (Eds.), Childrens needs III: Development, prevention, and intervention (pp. 499514). Washington, DC: National Association of School Psychologists. 2006.
B. Hart, & T. R. Risley, œMeaningful differences in the everyday experience of young American children, Baltimore: Brookes. 1995.
P. A. Graziano, R. D. Reavis, S. P. Keane, & S. D. Calkins, œThe role of emotion regulation in childrens early academic success, Journal of School Psychology, 45(1), p. 319, 2007.
C. C. Raver, E. K. Blackburn, M. Bancroft, & N. Torp, œRelations between effective emotional self-regulation, attentional control, and low- income preschoolers social competence with peers, Early Education and Development, 10(3), p. 333350, 1999.
S. E. Rimm-Kaufman, & J. Kagan, œInfant predictors of kindergarten behavior: The contribution of inhibited and uninhibited temperament types, Behavioral Disorders, 30(4), p. 331347, 2005.
R. M. Abenavoli, M. T. Greenberg, & K. L. Bierman, œIdentification and
validation of school readiness profiles among high-risk
kindergartners, Early Childhood Research Quarterly, 38(1), 33-43. 2017.
Couglin, P. A., Hansen, K. A., Heller, D., Kaufmann, R. K., Stolberg, J. R &
Wash, K. B (2004). Menciptakan kelas yang berpusat pada anak.
Wasington DC: Childrens Resources International, INC.
I. Basuki, & Haryanto. œAssesmen pembelejaran, Bandung: PT. Remaja Rosdakarya, 2014
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2022-10-06
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Fitri, R., Reza, M., & Ningrum, M. A. (2022). INSTRUMEN KESIAPAN BELAJAR: ASESMEN NON-TES UNTUK MENGUKUR KESIAPAN BELAJAR ANAK USIA DINI DALAM PERSPEKTIF NEUROSAINS. JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan Dan Gizi Anak Usia Dini), 1(1), 17–32. https://doi.org/10.26740/jp2kgaud.2020.1.1.17-32
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