The Development of Assessment Instruments Based on Multiple Intelligence in Elementary School

This study aims to develop theoretically and empirically appropriate multiple intelligences based test instruments to measure students' knowledge in elementary schools. The type of research used is research and development that refers to the theory of Borg & Gall. The population in this study included fourth grade students in elementary schools in central Lampung. The sampling technique uses a purposive technique. The sample of this study was fourth grade students, amounting to 44 elementary schools in Central Lampung. Data was collected through questionnaires and tests. The feasibility of the instrument is theoretically based on the assessment of 3 experts with an average of 84.32 very good categories. While the feasibility of the instrument empirically based on the analysis there are 30 decent and quality MCQs from the results of validity, reliability, distinguishing power, level of difficulty, and distractor test. The results of the study showed that the test instruments developed had met the criteria for writing proper and quality test instruments to measure students' knowledge.

Based on the results of a needs analysis conducted on 8 grade IV elementary school teachers on September 27, 2018, 75% of the results showed that the assessment instruments used by educators only came from students 'books regardless of students' suitability contextual material. The assessment instrument used as an evaluation tool must be prepared by the educator himself and actually make guidelines in the evaluation. The results of other questionnaires show that 75% of educators have difficulty in making assessment instruments. The results of the next questionnaire showed that 87.5% of the instruments did not contain linkages based on competencies and indicators. Grid making is one of the most important things that can be used as a guide before making an assessment instrument.
Most teachers do not know the analysis of items to see validity, reliability, level of difficulty, difference in strength, and troublemakers. Ideally the instruments used can encourage students to think about developing their intelligence, but 87.5% indicate that the instruments used by educators have not referred to this. Smith's research (2014) proves the validity and reliability needed for valid accreditation by higher education than is needed in any field. Clarity about the learning objectives needed requires the development of a valid and reliable protocol. So the first step in a valid and reliable comparison of learning outcomes that is integrated with work is clarity in articulating the objectives of the WIL curriculum learning. Although these components can stimulate students' thinking skills to highlight the plurality of intelligence. Based on the "needs analysis" questionnaire, 100% of teachers agreed to develop instruments that refer to the concept of multiple intelligences to evaluate student learning outcomes. The ability to think is closely related to intelligence. According to Gardner (2011, p. 64), a person's intelligence is not measured by standard psychological tests, but can be seen from their habits two things. First, a person's habits to solve problems. Second, a person's habits to create new products that have cultural values (creativity).
Based on the description above, a teacher must be able to plan learning concepts, strategies, and problembased construction as instruments that facilitate students to develop their knowledge. According to Mardapi (2012: p.12), improving the quality of education can be achieved through improving the quality of learning and the quality of the assessment system. Both are related to each other. A good learning system will produce good quality learning. The quality of good learning can be seen from the results of the assessment. The solution offered in overcoming the problem above is to make the application of the concept of assessment that can encourage students to give up their ability to answer. According to Ibrahim in Istianah (2013: p.45) to realize learning that can develop thinking skills must depart from learning and assessment that makes students active. Multiple Intelligence is one of the appropriate learning strategies to be developed in terms of assessment, along with the demands of learning in the application of integrated thematic needs in the 21st century. The characteristics of multiple intelligences are also able to encourage and develop students' knowledge and intelligence. Hosnan (2014: p.387), explains that assessment is the activity of teachers intended to measure certain competencies or abilities of an activity that has been carried out in learning activities. According to Mangiante (2013: p.222), assessment is a tool to measure where students have improved their learning based on standards. Popham (1995: p.3) explains that educational assessment is a formal effort to determine the status of students in relation to interesting educational variables ".
This study is in accordance with the results of a study conducted by Yalmanci, et al. (2013: p.27) concerning the influence of multiple intelligence-based learning theory on student achievement and retention in science. The results showed that multiple intelligence-based learning had a positive and significant effect on students' scientific achievement and retention of enzyme materials compared to using conventional methods. Lunenburg (2014: p.14) about the application of Multiple Intelligences in class is an innovation in teaching planning.
This study discusses how activities can be carried out in implementing Multiple Intelligences in classroom learning. Sugiarti, I Kaniawati and L Aviyanti (2017) Development of Instruments for Critical Thinking Assessment in Middle School Physics. This instrument supports several indicators consisting of argument analysis, deduction thinking, induction thinking, and viewing information in the form of scenarios, texts, graphs and tables. Furthermore, in a study from Kusuma et al. (2017, p.145), Their ability to think, develop or not, depends on how the teacher familiarizes them in the learning process. It is stated that the assessment of HOTS Instruments is an assessment for effective learning to train students HOTS and measure its effectiveness. students' thinking ability according to the level of thinking of each student. The results of the assessment carried out by the teacher, can be trusted if the teacher evaluates the same subject several times, and still obtains relatively the same or reliable results (Arifin, 2014, p. 78).It is appropriate for teachers to solve and have skills in assessing their students' learning outcomes, allowing teachers to make instruments to assess according to certain rules. Assessments arranged according to the rules prepared will produce valid and reliable ones. Thus it will produce data and information about student achievement levels that are valid and accurate.
Therefore, this study aims to study the development of valid and valid multiple intelligences-based instruments in measuring the knowledge of students in grade IV of elementary school. In accordance with the above problem, the purpose of this research and development was to develop an instrument on the theme of thematic learning 8 "the area where I live" sub-theme 1 "the environment in which I live" in grade IV of elementary school. Borg & Gall (2003: 569-575) which consists of 10 steps, namely: initial research and information gathering, planning, development of initial product formats, initial trials, product revisions, field trials, revisions products, operational field trials, final product revisions, implementations. This study only made the first step up to the seventh step, namely the preliminary study phase until the field trial stage.

Information collecting
The first stage of research is a preliminary study through observation. Observations were made to obtain data and information about the problems that exist in the school population.

Planning
Conduct planning that includes identification of initial conditions, setting goals, reviewing theory, setting goals, and designing research instruments. At this stage, curriculum analysis is carried out to find out basic competencies in grade 4 in Indonesia according to the research schedule

Product development
Developing products from research in the form of assessment instruments. The result of the design of this product is a prototype assessment instrument. Basic development of initial products, namely researchers designed multiple intelligence based assessment instruments by referring to the grid that had been compiled. The products produced in this study are multiple intelligences based assessment instruments. Furthermore, the researcher conducted product validation with experts and practitioners to see the feasibility of the instrument theoretically. Validated initial products cover 3 aspects, namely material aspects, evaluation, and language. Validation is carried out by experts or experts. The three experts validated product design, especially in the preparation of evaluations, material, and language in MCQs. The assessment of experts is intended to get an assessment and input in the form of suggestions and criticisms of the assessment instruments made by the researcher. Product validation is calculated using the formula: Vah = TSe x 100% TSh Information: Vah = Expert Validation Tse = Total of Empiric score Tsh = Total of maximum score

Tes the initial product
This trial was conducted to determine the level of instrument feasibility empirically. The empirical feasibility analysis of instruments is obtained from the calculated results with the product moment. Reliability testing is done by calculating the reliability coefficient. Selannutnya test the level of difficulty, power difference, and proportion of distractors.

Initial Product Revision
After conducting an initial trial by revising the main product, based on the suggestion of analyzing the items found some errors or shortcomings, then the next step is to revise the product. These results are used to improve the items to be developed. Items that have been corrected are then made into test instruments in the form of multiple choice questions that will be tested in the main class 2.6 Test the main product This final prototype was tested on the subject of the study. The instrument trial was carried out at SDN 1 Binakarya

Revised the main product
Empirical criteria are used to analyze question items. Analysis of question items was used to test the quality of questions tested in large group trials. Quantitative data checks empirical criteria using tests of validity, reliability, level of difficulty, power difference, and distractors. The instrument is said to be valid if it gives results that are static or consistent after being tested

Results and Discussion
This research is a development research that begins with conducting preliminary research on test instruments used by students in the elementary school in Rumbia Subdistrict, Central Lampung Regency, Lampung. Based on the results of the study, it was found that the teacher did not understand the components of the concept of intelligence possessed by students, so that the assessment of cognitive aspects was less attention. Assessment is the activity of the teacher intended to measure certain competencies or abilities for activities that have been carried out in learning activities (Hosnan, 2014, p.387). Assessment information is needed to make decisions about students' learning abilities, based on their abilities and achievements (Kankam Boadu, et al., 2015, p.62). However, as long as this test instrument is made by the teacher it has not referred to the level of multiple intelligences that students have by paying attention to the quality of the material. The assessment instrument developed has gone through several stages, starting from fulfilling the rules of writing questions, theoretical validation and empirical validation. Based on the results of the field test (field test), the quality of the test instruments developed that met the standards of feasibility was obtained. The product of the test instrument developed was used to measure students' knowledge. Based on the preparation of the test instruments carried out in accordance with the steps of the preparation of the test instruments proposed by Hendriana and Soemarno (2014: 84-85) which states that the preparation of a test should start from the preparation of the grid to the analysis of items to see the validity of the questions to MCQs. Then carry out follow-up in the form of revision of the test items that are still possible, or replace the test items that are not good / invalid with the new test items in order to get a decent and quality test instrument. The following is a discussion of the feasibility and quality of the test instruments that have been developed.

Validation of Assessment Instruments
Validation is done to find out the content validity of the instrument using expert judgment. Aspects assessed include 3 things, namely: (1) material; (2) evaluation; and (3) language. The test is carried out by submitting a set of assessment instruments consisting of grids, question cards, instrument forms, answer keys and assessment guidelines. Then experts are asked to assess the suitability of the instrument with the indicators on the questionnaire sheet. Based on expert reviews, the instruments developed were declared eligible for the trial after revision. The results of the construct validity test obtained from expert judgment can be seen in Table 1 Very good Based on the results of expert judgment and practitioners, the average expert validation score obtained was 84.90% (very good), the evaluation aspect of the evaluation score was 85.94% (very good), and the score aspect validation score was 82.14% (very good). These results indicate that the instrument has very good validity in measuring student knowledge. However, there are several questions that need to be corrected according to the suggestions and suggestions of 5 validators, such as; indicators that are not in accordance with the item questions, writing sentence formulas, selecting images, completing the introductory information (stimulus), and answer choices. Thus, the instrument is declared feasible to be tested after the revision.

Instrument Validity
In testing the validity of this instrument using the Product Moment Correlation formula. The question is said to be valid if r count is greater than r table. The value of the R table in this group of questions is 0.468. Questions that are valid are 31 questions (77.5%) while the questions that are invalid are 9 questions (22.5%).

Instrument Reliability
The purpose of developing this research is not only to produce a valid instrument, but also to produce a reliable instrument. Reliability test results are presented in table 3. Table 3. Instrument Reliability Item's Number Value r Calculate Criteria 1-40 0,895 Very strong Based on the table it can be seen that the reliability level of the question is in the very strong category with the number of r calculated obtained is 0.895.

Revision of Main Products
The final product revision was conducted based on the results of field trial and findings when the product was tested. Based on the results of this theoretical and empirical validation, the developed instrument product was not revised and feasible to be implemented.

Conclusion
Based on the results and discussion, it was concluded that the final product in this study produced a theoretically and empirically feasible assessment instrument to measure the knowledge of 4th grade students in Elementary School especially on theme 8 sub-themes 1. Empirical feasibility was evidenced from the assessment of 3 experts namely evaluation experts, experts language, and material experts who stated that the test instruments developed in the category were very good. In addition, this assessment instrument fulfills empirically feasible criteria as evidenced by the results of the analysis of test instruments in small and large group trials. Of the 40 multiple choice questions tested, 30 quality questions were obtained to measure students' knowledge. Question items meet the level of validity and reliability because when tested on several samples the same results are obtained in the strong category. Then at the level of difficulty in the medium category, the power of the power is different in the good category, and all of the answers to the answers function properly. Thus, the use of multiple intelligences based assessment instruments is an alternative for teachers to measure and train the level of intelligence of students based on the ability to answer the questions they are working on.