PENGEMBANGAN INSTRUMEN ASESMEN SELF-REGULATED LEARNING ANAK DENGAN HAMBATA KECERDASAN RINGAN USIA 12-18 TAHUN - Diana Novitasari, - (2019)
ABSTRAK Penelitian ini di latarbelakangi oleh ketidakpahaman guru tentang pentingnya self-regulated learning dan tidak ketersediaan instrumen asesmen self-regulated learning, sementara self-regulated learning merupakan sesuatu yang sangat penting bagi peserta didik, baik dalam proses maupun hasil belajar. Penelitian ini bertujuan untuk pengembangan instrumen asesmen self-regulated learning anak dengan hambatan kecerdasan ringan. Penelitian ini menggunakan metode Research and Development yang berarti pengembangan suatu produk yang berbentuk instrumen asesmen yang kemudian di uji cobakan kepada subjek penelitian secara sistematis. pengembangan instrumen, diuji coba lapangan secara terbatas, dan uji coba lapangan secara luas. Penelitian ini diuji cobakan secara terbatas dan luas kepada anak dengan hambatan kecerdasan ringan dengan usia 12-18 tahun di tiga lokasi sekolah yang berbeda yakni uji terbatas tiga orang anak di SLB Pambudi Dharma, uji coba secara luas yakni tiga orang anak di SLBN 2 Centra PK-PLK Kota Cimahi dan tiga orang anak SLBN-A Citeureup Cimahi. Instrumen ini telah divalidasi oleh tiga orang ahli, berdasarkan hasil uji coba dan uji reabilitas, diperoleh hasil bahwa insturmen asesmen self-regulated learning memiliki reabilitas sebesar 0,94 yang berarti hasil penelitian ini memiliki reabilitas sangat tinggi sehingga layak digunakan oleh guru untuk mengungkap sejauh mana self-regulated learning anak dengan hambatan kecerdasan ringan di sekolah. Hasil penelitian juga menunjukan bahwa panduan pelaksanaan dalam menggunakan instrumen sepenuhnya dapat menemukan profil siswa tentang self-regulated learning. Kata Kunci: Self-Regulated Learning, Anak dengan Hambatan Kecerdasan Ringan, Instrumenn Asesmen.   ABSTRACT This research is motivated by the teacher's lack of understanding about the importance of self-regulated learning and not the availability of self-regulated learning assessment instruments, while self-regulated learning is something that is very important for students, both in the process and learning outcomes. This study aims to develop a self-regulated learning assessment instrument for children with mild intellectual disabilities.This research uses the Research and Development method which means the development of a product in the form of an assessment instrument and then tested on research subjects systematically. Instrument development, limited field trials, and extensive field trials. This research was tested on a limited and extensive basis on children with mild intelligence disabilities 12-18 years in three different school locations, namely a limited test of three children in SLB Pambudi Dharma, a broad test of three children in SLBN 2 Centra PK- Cimahi City PLK and three children from SLBN-A Citeureup Cimahi. This instrument was validated by three experts, based on the results of trials and reliability testing, it was found that the self-regulated learning assessment instrument had a reliability of 0.94, which means the results of this research had very high reliability so it is appropriate for the teacher to reveal the extent to which self-regulated learning of children with mild intelligence barriers in school. The result also shows that the implementation guidelines for using the instrument is fully able to find student profiles about self-regulated learning. Keywords: Self-Regulated Learning, Children with Mild Intellectual Disabilities, Instrument Assessment.