DEVELOPMENT OF NON-COGNITIVE DIAGNOSTIC ASSESSMENT BASED ON SOCIAL-EMOTIONAL LEARNING WITH A DIFFERENTIATED INSTRUCTION APPROACH IN SOCIAL STUDIES LEARNING

Abstract

Abstract: This research aims to develop a non-cognitive diagnostic assessment instrument based on Social Emotional Learning and Differentiated Instruction to increase students' self-awareness, self-management and social awareness in social studies learning at the SMP/MTs level. This research uses a research and development model modified from the Borg & Gall model. The research instruments used were: (1) validation questionnaire for experts, (2) individual test questionnaire for teachers and students, (3) teacher and student response questionnaire, (4) and interview guidelines for teachers and students. The type of data obtained is quantitative and qualitative data. Quantitative data analysis uses descriptive percentage techniques, namely the number of respondents' answers in one item divided by the number of ideal answers in one item. The research results show that the instrument developed meets the validity criteria with an average validation score of 80% for evaluation experts, 76.7% for psychology experts, and 93.3% for language experts. The individual test results obtained a percentage of 90%, which means the instrument is valid or suitable for use. The results of the product use applicability test obtained from teacher and student responses obtained percentages of 89% and 87.6%. This instrument in its applicability shows a high level of validity with quantitative analysis results. This instrument is easy to use and relevant to the conditions of SMP/MTs students. and help them express the emotional and social needs of learners..