Developing Holistic Diagnostic Assessment for School Readiness (HDASR): Cognitive, Affective, and Psychomotor Domains

Dyah Indah Noviyani, Nawang Wulan, Nur Shofwatin Ni’mah, Mustafa Mustafa

Abstract


The stages of development and achievement levels of students in both cognitive and non-cognitive aspects underlie the learning principles established by the Indonesian government. This means that learning should consider children's learning needs, reflecting their diverse characteristics and developmental progress. However, Sistem Penerimaan Murid Baru (SPMB, The New Student Admission System) for entering elementary school in Indonesia is solely determined by the child's age at the time of enrollment resulting in schools unable to obtain a comprehensive profile of the child's development. This leads to schools being less prepared to adjust their learning services according to the profiles of the students. Therefore, a comprehensive assessment needs to be developed to obtain a holistic profile of the children to assist the success of school transition. This study aims to develop a holistic diagnostic assessment for school readiness (HDASR) covering cognitive, affective, and psychomotor domains to evaluate the school readiness of the children entering the first grade of elementary school. The study was conducted from August 2024 to January 2025 at Bintang Juara Islamic Elementary School. The ADDIE (Analysis, Design, Develop, Implement, Evaluate) model design was used in developing the instrument and the data were collected through interview, Focus Group Discussion, and observation. The result of this study is a Holistic Diagnostic Assessment for School Readiness (HDASR) instrument, designed to obtain a comprehensive profile of the children before they enter elementary school which offers valuable benefits by enhancing the understanding of individual developmental profiles and supporting personalized educational interventions. By integrating multiple domains of assessment, teachers can better address the diverse needs of learners and promote more effective teaching strategies.

Keywords


Holistic Diagnostic Assessment; School Readiness; Cognitive; Affective; Psychomotor Domains

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References


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