Abstract
This study aims to develop an application product in the form of a valid, reliable, and practical cognitive assessment for Android. The research method is based on the ADDIE procedure, which consists of five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. Students in the fifth grade of an elementary school in Pemalang Regency served as research subjects. The following instruments were used in this study: observation sheets, questionnaire sheets, android-based applications, questionnaires for needs analysis and practicality, and documentation sheets. This research employs both quantitative and qualitative data analysis techniques. The results indicated that (1) expert evaluation of the product (expert judgment) suggested that the instrument was feasible to test on a small scale with revisions. (2) The ten instruments are empirically reliable in small- and large-scale trials. (3) Exploratory Factor Analysis (EFA) was used to determine the instrument's construct validity; all ten instrument constructs were valid. (4) The developed product takes the form of a functional Android application. The application product, which takes the form of an android-based cognitive assessment, demonstrates that it is valid, reliable, and practical.
Highlights
Economic, technological, demographic, political, and sociocultural forces have altered how people work and live in the twenty-first century
The application product, which takes the form of an android-based cognitive assessment, demonstrates that it is valid, reliable, and practical
The design phase consists of the following steps: 1) goal setting and literature review, beginning with an analysis of core competencies (CI), fundamental competencies (FC), indicators, and learning objectives related to theme 2 Clean Air for Health
Summary
Technological, demographic, political, and sociocultural forces have altered how people work and live in the twenty-first century. Education's role in preparing students who can learn and innovate, use technology and information media, and work and survive using life skills is becoming increasingly important (Arifin, 2017; Wechsler et al, 2018; Wijaya, Sudjimat, & Nyoto, 2016). According to Levy and Murnane (Boyaci & Atalay, 2016), with the advancement of technology, scientific innovation, globalization, shifts in job orientation, economic pressures, and significant changes in social life, students must possess skills that contribute to and improve their social lives. Kurnianto & Haryani (2019) stated that life in the twenty-first century is synonymous with the advancement of science and technology, which places increasing demands on the elements of life, most notably the world of education. Collaboration, communication, digital literacy, citizenship, problem-solving, critical thinking, creativity, and productivity are examples of 21stcentury skills (Ahonen & Kinnunen, 2015; Laar, Deursen, Dijk, & Haan, 2017; Voogt, Joke; Roblin, 2012)
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