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Pengembangan Instrumen Asesmen Sosial-Emosional Anak dengan Hambatan Pendengaran
DOI:
https://doi.org/10.31004/obsesi.v10i1.7539Keywords:
asesmen sosial-emosional, hambatan pendengaran, kemampuan sosial, pendidikan khususAbstract
Anak dengan hambatan pendengaran sering mengalami kesulitan dalam mengenali, mengekspresikan, dan mengelola emosi, yang berdampak pada kemampuan mereka berinteraksi sosial. Kondisi ini menunjukkan perlunya alat ukur khusus yang dapat menilai aspek sosial-emosional secara akurat sesuai karakteristik anak. Penelitian ini bertujuan mengembangkan dan mengevaluasi instrumen asesmen sosial-emosional yang valid dan reliabel bagi anak dengan hambatan pendengaran. Metode penelitian menggunakan pendekatan survei dengan desain pengembangan instrumen, melibatkan guru sebagai penilai melalui pengisian angket berdasarkan perilaku peserta didik. Proses pengembangan mencakup penyusunan item berdasarkan teori sosial-emosional, validasi isi oleh ahli, dan uji reliabilitas menggunakan analisis statistik deskriptif. Hasil menunjukkan bahwa instrumen memiliki tingkat validitas dan reliabilitas tinggi pada empat komponen utama, yaitu pemahaman emosional, pengelolaan emosi, kesadaran sosial dan empati, serta keterampilan bersosialisasi. Pembahasan menekankan pentingnya pendekatan visual, pembelajaran berbasis simulasi, dan integrasi program pembelajaran sosial-emosional untuk memperkuat kemampuan regulasi emosi dan interaksi sosial anak. Kesimpulannya, instrumen yang dikembangkan layak digunakan sebagai alat asesmen yang komprehensif dan efektif untuk mendukung identifikasi, intervensi, dan pengembangan sosial-emosional anak dengan hambatan pendengaran di lingkungan pendidikan khusus.
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08-02-2026
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Vianey, Y. M., & Ishartiwi, I. (2026). Pengembangan Instrumen Asesmen Sosial-Emosional Anak dengan Hambatan Pendengaran . Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 10(1), 483–493. https://doi.org/10.31004/obsesi.v10i1.7539
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