Developing Reading Assessment Instrument Using Digital Technology for Students with Dyslexia

Irdamurni Irdamurni, Johandri Taufan, Ardisal Ardisal

Abstract


This research aims to develop a reading assessment instrument using digital technology for students with dyslexia. The development functions are to (1) develop a reading assessment instrument based on digital technology for students with dyslexia, (2) examine the appropriateness of reading assessment instrument using Articulate Storyline to screen students with dyslexia. The data was collected through observation, interviews, and questionnaires. The data was validated by the material expert, information technology expert, and language expert in elementary school. The responses were also collected from teachers and students in inclusive elementary school as the users. A validation test was performed to find out the appropriateness of the developed assessment instrument. During the validation test, the experts assessed three aspects (content, digital technology, and language) and the teachers and students also gave their responses as the users of the assessment instrument. The total score of the validation results in all categories was 778 with an average score of 155.6. The aspect of content scored 3.79, the aspect of technology scored 3.60, and the aspect of language scored 3.85, with an average score of 11.24. Thus, the validation results by experts were categorized as very good and the final product that has been developed can be used as reading assessment instrument to screen students with dyslexia.


Keywords


Instrument; Reading assessment; digital technology; dyslexia

Full Text:

PDF

References


Alamin, Z. (2008). Pelajaran Membaca. Jakarta: Depdikbud.

Alimin, Z. dkk. (2013). Layanan Pendidikan Inklusi (Pegangan bagi Pelatih). Dinas Pendidikan Provinsi Jawa Barat, Save the Children dan IKEA

Badan Nasional Sertifikasi Profesi, (2013). Tenang Pedoman Pelaksanaan Asesmen Kompetensi. Jakarta.

Duff, F. J., Clarke, P. J. (2011). Practitioner review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry52:1 pp 3-12. DOI: 10.1111/j.1469-7610.2010.02310x

Dewi, K. (2014). Lebih dalam mengenal dan memahami disleksia. Hand-outyang disampaikan di Seminar Memahami Kesulitan Belajar Anak dan Launching Aplikasi Edukasi Lexipal tanggal 20 Desember 2014.

Endang Widyorini dan Julia Maria Van Tiel. 2017. Disleksia: Deteksi, Diagnosis,Penanganan di Sekolah dan di Rumah. Jakarta: PRENADA

Irdamurni, Kasiyati, Zulmiyetri, Taufan, J. (2018). Bahan Ajar Bahasa Indonesia Membaca Pemahaman Untuk Anak Disleksia. Padang: Sukabina Press

Irdamurni, Kasiyati, Zulmiyetri, Taufan, J. (2018).The Effect of Mingle Model to Improve Reading Skills for Students with Dyslexia in Primary School. Journal of ICSAR Volume 2 Number 2 July 2018

Irdamurni.(2017) Reading Study Model for Dyslexia Children Based on Mingle Technique.Journal of ICSAR,Volume 2 Number 2 July 2017

Johnson. (2012). Assessing Learning in the Primary Classroom. USA: Rotledge.

Khalfan, M.(2004).Anakku Bahagia Anakku Sukses: Panduan Islami bagi OrangTuadalamMembesarkanAnak. Jakarta: Pustaka Zahra. 2004.

Kemdikbud. 2016. Pelatihan Guru SD Pintar TIK. pembuatan media pembelajaran menggunakan Articulate Storyline. Diakses tanggal 10 September 2021.http://belajar.kemdikbud.go.id/pelatihan

Koh, K., Carol, L. E., Burke, A., Luke, A., Gong, W., & Tan, C. (2017). Developing the Assessment Literacy of Teachers in Chinese Language Classrooms: A Focus on Assessment Task Design. Language Teaching Research, 1-25

Muslich, Masnur. 2010. Text Book Writing: Dasar-dasar Pemahaman, Penulisan, dan Pemakaian BukuTeks.JogjakartaAr-Ruzz Media.

Permendikbud nomor 17 tahun 2017 yang berisi larangan sekolah memberlakukan seleksi baca bagi calon siswa yang akan masuk sekolah dasar. (Peraturan Menteri Pendidikan dan Kebudayaan tentang Penerimaan Siswa Baru Nomor 17 Tahun 2017 pasal 3).

Sugiono, 2013.metode penelitian pendidikan, Bandung: Alfabeta

The Orton Dyslexia Society. (1994). A new definition of dyslexia. Bulletin of the Orton Dyslexia Society (now the International Dyslexia Association)

Wardani, H. (2017). Pengembangan Instrumen Asesmen Presentasi Ilmiah di SMA. Muaddib: Studi Kependidikan dan Keislaman, 6(2), 127. https://doi.org/10.24269/muaddib.v6n2.2016.127-146

Wahyuni, S., & Ibrahim, Abd. S. (2014). Asesmen Pembelajaran Bahasa. Bandung: PT Refika Aditama

Xu, Y., & Liu, Y. (2009). Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher’s Experience. TESOL Quarterly, 43(3), 492–513. https://doi.org/10.1002/j.1545-7249.2009.tb00246.x

Zainal, A., Priyatni, E. T., & Widiati, N. (2018). Instrumen Asesmen Berbasis Higher Order Thinking Skills dengan Memanfaatkan Kumpulan Cerpen Filosofi Kopi untuk Kelas X. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(12), 1561—1571.




DOI: http://dx.doi.org/10.17977/um005v6i12022p037

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Journal of ICSAR

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Journal of ICSAR is Indexing by:

       

 

 

 

 

web
counter  ---> View Statistic

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.