Purpose

The purpose of this study is to help teachers resolve the difficulties in assessing the students' characters through the development of valid, reliable, goodness-of-fit statistic instrument of emotional and social intelligence assessment for elementary school students.

Design/methodology/approach

This study used a research and development model from Plomp with five phases, such as investigation, design, realization, testing and implementation. The research subjects were 345 students of class IV amongst 20 elementary schools in Yogyakarta. Data collection used questionnaires, documentation, interviews, Forum Group Discussion and an observation. Data analysis used descriptive analysis, Aiken's V, exploratory factor analysis and confirmatory factor analysis formulae.

Findings

The research study helps solve the difficulties of teachers in assessing emotional and social intelligence, which have previously been in only one area of psychomotor. The design of emotional and social intelligence assessment instruments is made from three domains of character, namely, cognitive, affective and psychomotor. The form of the instrument is non-test in three variations. The construct of social and emotional intelligence assessment for a character reinforcement has met the validity, reliability and goodness-of-fit statistic.

Research limitations/implications

This study explains that the Emotional and Social Intelligence (ESI) model is applied for measuring cognitive, affective and psychomotor in children. This study proves that the ESI model is a comprehensive assessment model for evaluating the children's soft skills, includes (1) personal abilities: the ability to make rational decisions, the ability to design the future and (2) social skills: the ability to work together and the ability to understand other people.

Practical implications

Teachers can measure and determine the condition of children's soft skills by operating the ESI model. Based on the knowledge of the correct soft skill conditions, the teacher can adjust the teaching materials and teaching methods that would improve the child's soft skills regarding to their respective conditions. Mastering these soft skills will affect the children's capability in facing the challenge in the upcoming society's life.

Originality/value

The novelty of this study is the design model of the emotional and social intelligence assessment instrument developed comprehensively and practically as it is created from three domains of character and three forms of non-test questions, so that the assessment is not mechanical, and easily practiced by users.

中文翻译：

---

增强学生品格的情绪和社会智力评估模型

目的

这项研究的目的是通过开发针对小学生的情感和社会智力评估的有效，可靠，适合度统计工具，帮助教师解决在评估学生性格方面的困难。

设计/方法/方法

这项研究使用了来自Plomp的研究和开发模型，包括研究，设计，实现，测试和实施五个阶段。研究对象是日惹20所小学的345名IV级学生。数据收集使用问卷，文档，访谈，论坛小组讨论和观察。数据分析采用描述性分析，Aiken V，探索性因素分析和确认性因素分析公式。

发现

这项研究有助于解决教师在评估情绪和社会智力方面的困难，而这以前只是心理运动的一个领域。情感和社会智力评估工具的设计是从三个方面的角色进行的，即认知，情感和心理运动。仪器的形式在三个变体中均为非测试形式。用于角色强化的社交和情绪智力评估的结构已达到有效性，可靠性和拟合优度统计。

研究局限/意义

这项研究解释说，情绪和社会智力（ESI）模型适用于测量儿童的认知，情感和精神运动。这项研究证明，ESI模型是用于评估儿童软技能的综合评估模型，包括（1）个人能力：做出理性决定的能力，设计未来的能力以及（2）社会能力：工作的能力在一起，以及了解其他人的能力。

实际影响

教师可以通过运行ESI模型来衡量和确定儿童软技能的状况。基于正确的软技能条件的知识，教师可以调整教材和教学方法，以提高孩子在各自条件下的软技能。掌握这些软技能将影响孩子面对即将来临的社会生活的挑战的能力。

创意/价值

这项研究的新颖性是情感和社会智力评估工具的设计模型，因为它是从三个特征领域和三种形式的非测验问题创建的，因此是全面而实用的，因此评估不是机械的，并且易于实践由用户。