Developing a Project-Based Early Childhood Assessment Textbook

Abstract

This study was aimed at developing an instructional product in the form of project-based early childhood assessment textbook at the Department of Early Child Education Teachers (PG-PAUD) Faculty of Science of Education (FIP), Ganesha University of Education. This study was a developmental study. The development of project-based early child assessment used the Dick, Carey, and Carey model with ten steps. The respondents who reviewed the textbook consisted of three experts, three students at the time of individual testing, 12 students at the time of small group testing, and 30 students at the time of field testing. The results showed that the validity of the textbook viewed from the content, media, and instructional design aspects fell into good category. The individual and small group testing stages showed that the textbook fell into good category. The t-test showed that there was a significant difference in learning achievement between before and after the use of project-based assessment textbook. The level of effectiveness reached was high. The high category achieved was due to the development of learning theory, theory of instruction, theory of instruction message design, and because it contains a number of authentic projects. The same thing can be said about the implementation of the textbook that used project-based instructional setting.