Development of Elementary Students' Learning Independence Instrument

Abstract

Primary school, as one of the main components of the education system, is the foundation for students' intellectual development, character, and independence. Learning independence is a critical element in achieving the goals of quality basic education. Through independent learning, students can hone their metacognitive, problem-solving, and self-responsibility skills, all of which support the achievement of national education goals. Although learning independence plays a key role, its implementation at the primary level does not always go smoothly. Many factors influence students' learning independence, such as teaching patterns, parental support, and the learning environment. Generally, teachers still focus more on assessing the cognitive aspect, i.e. knowledge, while assessment of the affective aspect (attitude) is often limited to direct observation of student behavior. The importance of developing instruments to measure the learning independence of elementary school students can be seen from the perspective of assessment and improving the quality of learning. To overcome these challenges, the development of student learning independence instruments emphasizes the need for contextual and locally adaptable measuring instruments. This study used the Research and Development (R&D) method, which was modified from the 4-D model to the 3-D model, which includes the Define, Design, and Develop stages. In this study, the questionnaire instrument used three indicators of learning independence, namely 1) taking steps independently (initiative), 2) setting goals and efficient learning strategies, and 3) reflecting on it (responsibility and discipline). The results showed that the instrument developed was valid and reliable, making it suitable for assessing students' independent learning abilities.