Validating Civic Education Assessment Instruments for Indonesian Fourth Graders: A Case from Jakarta
DOI:
https://doi.org/10.56393/paidea.v5i1.3444Keywords:
Learning outcomes, CivicEducation, Validity, Reliability, Level of DifficultyAbstract
This study aims to analyze the learning achievements of fourth-grade students in Civic Education at Pondok Kelapa 03 Pagi Public Elementary School. Employing a descriptive quantitative design, data were collected using test and non-test instruments, including observations, interviews, and questionnaires. The results show that the non-test instrument demonstrates higher validity (100%) than the test instrument, which achieves only 40% validity. Nevertheless, both instruments exhibit strong reliability, with a Cronbach’s Alpha value of 0.824. These findings highlight the limited availability of validated Civic Education assessment tools at the primary school level in Indonesia, underscoring the need for more rigorous instrument development in Civic Education learning. Difficulty-level analysis reveals that most test items are classified as difficult, while non-test items fall into the easy category. The average student score of 89.3 indicates satisfactory learning achievement, although several students still struggle with topics related to conflict resolution in family and community settings. The study concludes that teachers should enhance the quality and diversity of assessment instruments to better match students’ comprehension levels. Furthermore, integrating contextual learning strategies is recommended to increase the relevance and engagement of Civic Education, ultimately strengthening students’ understanding of civic responsibilities and social interactions in everyday life.
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