DESIGNING DIGITAL ASSESSMENT INSTRUMENT OF SELF-DIRECTED LEARNING READINESS FOR ENGLISH TEACHERS IN INDONESIA

BINTANG TYATIRA, . (2022) DESIGNING DIGITAL ASSESSMENT INSTRUMENT OF SELF-DIRECTED LEARNING READINESS FOR ENGLISH TEACHERS IN INDONESIA. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Hasil penelitian pada perubahan Pendidikan yang terjadi akibat VUCA world menuntut siswa menjadi pribadi yang mandiri. Hal ini pun menuntut para guru untuk hal yang sama. Dari tuntutan tersebut, saat ini dibutuhkan suatu instrumen untuk melihat dan memantau kesiapan guru atas hal tersebut, yang juga bisa diakses dan digunakan secara mudah dan mandiri oleh guru yang bersangkutan. Penelitian yang menerapkan Successive Approximation Model (SAM) ini bertujuan untuk merancang instrumen penilaian digital kesiapan belajar mandiri (KBM) guru bahasa Inggris. Dilakukan dalam tiga langkah utama: 1) mengevaluasi instrumen penilaian dengan sub langkah mengidentifikasi, menganalisis, dan menentukan kebutuhan modifikasi, 2) merancang prototipe instrumen dengan memodifikasi instrumen penilaian yang ada, dan 3) menyajikan rancangan instrumen setelah divalidasi melalui diskusi terpumpun dan uji coba keterbacaan. Hasil identifikasi menemukan instrumen KBM yang awalnya dikembangkan oleh Guglielmino tahun 1978 dinamakan Self-directed Learning Readiness Scale untuk mengukur sikap, kemampuan, dan karakteristik kompleks yang mencakup kesiapan seseorang untuk terlibat dalam pembelajaran mandiri. Instrumen tersebut telah digunakan mayoritas orang di seluruh dunia. Di Indonesia, instrumen KBM dikembangkan tahun 1994 oleh Darmayanti dengan mengadaptasi dan menerjemahkan instrumen Guglielmino, digunakan untuk pengukuran KBM siswa dan guru di Indonesia. Hasil analisis menunjukkan bahwa instrumen yang dikembangkan oleh Guglielmino mencakup delapan aspek, yaitu keterbukaan terhadap kesempatan belajar, konsep diri sebagai pembelajar yang efektif, inisiatif dan kemandirian dalam belajar, penerimaan tanggung jawab atas pembelajaran sendiri, kecintaan belajar, kreativitas, orientasi positif ke masa depan, kemampuan menggunakan keterampilan belajar dasar, dan keterampilan memecahkan masalah. Sedangkan instrumen adaptasi Darmayanti pada tahun 1994 mencakup empat aspek, yaitu kontrol pembelajar terhadap pembelajaran, keterampilan regulasi diri, kebutuhan belajar yang mandiri, dan otonomi diri. Kedua instrumen tersebut dirancang dan digunakan secara konvensional, belum mencakup aspek kompetensi digital yang diperlukan untuk belajar dan mengajar saat ini berdasarkan Framework of Partnership for 21st Century Learning dan European Profiling Grid. Dua poin terakhir ini ditentukan sebagai kebutuhan dalam perancangan prototipe. Langkah perancangan dilakukan dengan menambahkan aspek keterampilan digital, yaitu keterlibatan berprofesi, sumber daya digital, dan pengajaran dan pembelajaran dan menyelaraskan aspek cakupan instrument dengan kebutuhan belajar mandiri pada saat ini, serta mentransformasikan instrumen ke dalam bentuk digital. Hasil penyempurnaan rancangan instrumen mencakup aspek kesiapan belajar mandiri antara lain kecakapan hidup, kemandirian, keterampilan dasar, keterampilan informasi, belajar untuk belajar, keterampilan belajar, keterampilan pengembangan masalah, keterampilan evaluasi, keterampilan analitis, keterampilan komunikasi, dan keterampilan penyelesaian, serta pemanfaatan aplikasi digital Google Form untuk wujud akhir instrumen. Kata kunci: belajar mandiri, guru Bahasa Inggris, kesiapan belajar mandiri, kompetensi digital, rancangan instrumen penilaian ********* Research on educational change occurred due to VUCA world require students becoming independent individuals. This also requires teachers to do the same. From these demands, an instrument to see and monitor the teachers' SDL readiness is needed, specifically the one that is easily and independently accessed and used by teachers. This study, which applied the Successive Approximation Model (SAM), aimed to design a digital assessment instrument for English teacher’s self-directed learning readiness (SDLR). There were three main steps: 1) evaluating the existing assessment instrument with sub-steps of identifying, analyzing, and determining the need for modification, 2) designing an instrument prototype by modifying the existing assessment instrument, and 3) refining the instrument design after being validated through focus group discussion and pilot test. The results of the identification found that the SDLR instrument originally developed by Guglielmino in 1978, which was called the Self-directed Learning Readiness Scale, to measure complex attitudes, abilities, and characteristics that comprise an individual's readiness to engage in self-directed learning. These instruments had been used by the majority of scholars around the world. In Indonesia, the SDL readiness instrument was developed in 1994 by Darmayanti by adapting and translating the Guglielmino instrument, which was used to measure the SDL readiness of students and teachers in Indonesia. The result of the analysis showed that the instrument developed by Guglielmino covered eight aspects of SDL: openness to learning opportunities, self-concept as an effective learner, initiative and independence in learning, informed acceptance of responsibility for one’s own learning, love of learning, creativity, positive orientation to the future, ability to use basic study skills, and problem-solving skills. Meanwhile, Darmayanti's adaptation instrument in 1994 covered four aspects: self-control towards learning, self-regulation, independency learning need, and learning autonomy. These instruments were designed and used conventionally and yet to cover the aspects of digital competence required for current teaching and learning based on the framework of Partnership for 21st Century Learning and European Profiling Grid. These last two points were determined as the requirements in designing the prototype. The designing step was carried out by adding the aspects of digital competencies: professional involvement, digital resources, and teaching and learning, also aligning the aspects of instrument coverage with current self-directed learning needs, as well as transforming the instrument into the digital form. The result of refining the instrument covered the aspects of self-directed learning readiness and digital competencies: life skills, independence, basic skills, information skills, learning to learn, study skills, problem development skills, evaluation skills, planning skills, analytical skills, communication skills, and completion skills, also the use of digital applications Google Form for the final form of the instrument. Keywords: Assessment instrument design, digital competencies, English teachers, self-directed learning, self-directed learning readiness

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Sri Sumarni, M.Pd. ; 2). Dr. Ifan Iskandar, M.Hum.
Subjects:	Pendidikan > Kualifikasi dan Profesionalitas Guru Bahasa dan Kesusastraan > Bahasa Inggris
Divisions:	FBS > S2 Pendidikan Bahasa Inggris
Depositing User:	Users 16052 not found.
Date Deposited:	07 Nov 2022 03:39
Last Modified:	07 Nov 2022 03:39
URI:	http://repository.unj.ac.id/id/eprint/36636

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