Article Sidebar

Download
PDF
Statistic
Read Counter : 8 Download : 8

Downloads

Download data is not yet available.

Main Article Content

Abstract

The current use of attitude assessment is not optimal because teachers only observe student behavior without using standard instruments to assess student social attitudes, especially mutual cooperation attitudes. Based on these problems, this research aims to develop an instrument for assessing mutual cooperation attitudes using a Likert Scale. This research uses development (R&D) involving fourth grade elementary school students. Based on the validation test of attitude assessment experts, the score reached 92.8%, included in the very high category. Data analysis techniques use descriptive analysis, percentages and categories. Based on validation tests, language experts produced a score of 76%, included in the high category. Meanwhile, based on validation tests, learning design experts produced a score of 96.5%, included in the very high category. The results of the limited trial showed that of the 30 statement items regarding mutual cooperation attitudes, all items were declared valid with the lowest calculated r value of 0.361. The Pearson Correlation r calculated value was ≥ 0.248, indicating the validity of the instrument. Reliability shows a value of 0.953. Based on this trial, the instrument for assessing mutual cooperation social attitudes was considered valid and reliable, so it is appropriate to be implemented to assess the mutual cooperation attitudes of fourth grade students.

Keywords

Social Attitude Instrument Mutual Cooperation Development

Article Details

References

  1. Alpian, Y., Anggraeni, S. W., Wiharti, U., & Soleha, N. M. (2019). Pentingnya Pendidikan Bagi Manusia. Jurnal Buana Pengabdian, 1(1), 66–72. https://doi.org/https://doi.org/10.36805/jurnalbuanapengabdian.v1i1.581
  2. Candra, I., Sulistya, N., & Prasetyo, T. (2018). Pengembangan Instrumen Sikap Sosial Tematik Siswa SD Kelas IV. Jurnal Ilmiah Sekolah Dasar, 2(4), 455–461. https://doi.org/https://doi.org/10.23887/jisd.v2i4.16167
  3. Giarti, S., & Astuti, S. (2016). Implementasi TQM Melalui Pelatihan Model In House Training Untuk Meningkatkan Kompetensi Pedagogik Guru SD. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 6(2), 80–91. https://doi.org/https://doi.org/10.24246/j.scholaria.2016.v6.i2.p80-91
  4. Hamzah, M. R., Mujiwati, Y., Khamdi, I. M., Usman, M. I., & Abidin, M. Z. (2022). Proyek Profil Pelajar Pancasila sebagai Penguatan Pendidikan Karakter pada Peserta Didik. Jurnal Jendela Pendidikan, 2(2), 553–559. https://doi.org/10.57008/jjp.v2i04.309
  5. Kuntoro, B. T., & Wardani, N. S. (2020). Pengembangan Instrumen Penilaian Sikap Sosial Pembelajaran Tematik Kelas III SD. Jurnal Ilmiah Wahana Pendidikan, 6(2), 163–175. https://doi.org/https://doi.org/10.5281/zenodo.3752471
  6. Kurniawati, D., & Mawardi, M. (2021). Pengembangan Instrumen Penilaian Sikap Gotong Royong dalam Pembelajaran Tematik di Sekolah Dasar. Edukatif: Jurnal Ilmu Pendidikan, 3(3), 640–648. https://doi.org/https://doi.org/10.31004/edukatif.v3i3.387
  7. Marisyah, A., Firman, F., & Rusdinal, R. (2019). Pemikiran Ki Hadjar Dewantara tentang Pendidikan. Jurnal Pendidikan Tambusai, 3(6), 1514–1519.
  8. Mawardi. (2018). Model Desain Pembelajaran Konsep Dasar PKn Berbasis Belajar Mandiri Menggunakan Moodle. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 8(1), 26–40. https://doi.org/https://doi.org/10.24246/j.js.2018.v8.i1.p26-40
  9. Mawardi, M. (2019). Rambu-rambu Penyusunan Skala Sikap Model Likert untuk Mengukur Sikap Siswa. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(3), 292–304. https://doi.org/10.24246/j.js.2019.v9.i3.p292-304
  10. Narut, Y. F., & Nardi, M. (2019). Analisis Sikap Peduli Lingkungan Pada Siswa Kelas VI Sekolah Dasar di Kota Ruteng. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(3), 259–266. https://doi.org/10.24246/j.js.2019.v9.i3.p259-266
  11. Nugroho, A. S., & Mawardi, M. (2021). Pengembangan Instrumen Penilaian Sikap Tanggungjawab dalam Pembelajaran Tematik di Sekolah Dasar. Jurnal Basicedu, 5(2), 808–817. https://doi.org/10.31004/basicedu.v5i2.825
  12. Sari, D. P., Hasanah, D., & Barriyah, I. Q. (2023). Model Pembelajaran Berbasis STEAM Projek untuk Meningkatkan Kemampuan Berpikir Kritis dan Kreatif Siswa. Edukasi: Jurnal Penelitian & Artikel Pendidikan, 15(2), 165–180. https://doi.org/https://doi.org/10.31603/edukasi.v15i2.10489
  13. Syafi’i, A., Marfiyanto, T., & Rodiyah, S. K. (2018). Studi Tentang Prestasi Belajar Siswa Dalam Berbagai Aspek Dan Faktor Yang Mempengaruhi. Jurnal Komunikasi Pendidikan, 2(2), 115–123. https://doi.org/10.32585/jkp.v2i2.114
  14. Sylvia, I., Anwar, S., & Khairani, K. (2019). Pengembangan Instrumen Penilaian Autentik Berbasis Pendekatan Authentic Inquiry Learning Pada Mata Pelajaran Sosiologi di Sekolah Menengah Atas. Jurnal Socius: Journal of Sociology Research and Education, 6(2), 103–120. https://doi.org/https://doi.org/10.24036/scs.v6i2.162
  15. Wulandari, A. I., & Radia, E. H. (2021). Pengembangan Instrumen Penilaian Sikap Tanggung Jawab Pembelajaran Tematik Terpadu Kelas V SD. Mimbar PGSD Undiksha, 9(1), 10–18. https://doi.org/https://doi.org/10.23887/jjpgsd.v9i1.32979
  16. Wulandari, T., Utomo, B., & Fatkhurahmah, H. (2023). Peningkatan Hasil Belajar Matematika Melalui Media Sedotan di Siswa Kelas I SDN Sarikarya. Edukasi: Jurnal Penelitian Dan Artikel Pendidikan, 15(1), 27–38. https://doi.org/https://doi.org/10.31603/edukasi.v15i1.9180