The Development of Authentic Assessment Instrument to Expand the Character Values of CitizenshipEducation at Primary School No 104202 and No 106811 Bandar Setia , Medan , Indonesia

This developmental research aims to produce an authentic assessment instrument in the domain of skills to develop the character values of citizenship. The subjects of this research are: (1) Primary School teachers; (2) Primary School students; (3) Eight experts for validation of assessment instruments that is the validation experts of mathematics for Primary Schools, Natural Science for Primary School, Social Sciences for Primary School, Bahasa Indonesia, Civics for Primary School, Assessment, Psychology, and Character Education. The method used in this research is a developmental research method of formative research type which in its development is focused on 2 stages that is preliminary stage and formative evaluation stage. The data were collected through questionnaires and field tests. The results of field tests (small and large scale) show that the eveloped authentic assessment instruments have excellent validity and high reliability. Thus, based on the results of validation expert and field tests, it can be concluded that the authentic assessment instruments have been valid and have a category of reliability which is very high, so the instrument is worthy to develop the character values of citizenship.


I. Introduction
A developed nation is characterized by the good quality of the society's character.Therefore, the cultivating of the character is very necessary at this time for Indonesia nation to be advanced.According to Hasan (2010: 3) character is a character, morality, or personality formed from the internalization of various virtues that are believed and used as the basis for the worldview, thinking, acting and acting.The virtue consists of a number of values, morals, and norms, such as honest, courageous, trustworthy, and respectful to others.The interaction of a person with others grows the character of society and the character of the nation.Lickona (2000) argues that the character of a citizen includes several aspects which involvemoral knowing, moral feeling, and moral acting.According Muhtadi (2013) a citizen is required to have a character and apply it in accordance with its role.The characters are:(a) the individual character that is unique and good values that are embedded within and ingrained in one's behavior; (b) the private character that is respecting the human dignity of each individual; and (c) the public character that is the awareness of citizenship, politeness, heeding rules, critical thinking, willingness to hear, negotiate, and compromise.
Education is considered to play an important role in shaping the nature and the character of citizenship as described in Article 1 Paragraph 1 of Law Number 20 Year 2003 about National Education System, "Education is a conscious and planned effort to create an atmosphere of learning and the learning process so that student actively developthe self potential to have a spiritual strength, self-control, personality, intelligence, noble character, as well as the skills he the nation and the state need".The regulation is intended to make education in Indonesia not only to form smart Indonesian human beings, but also the personality or the character that will give birth to a developing and characterized nation generation.
The importance of character building in primary school age children needs to be supported by learning instrument that can support the strengthening of the students' character.One such learning instrument is an authentic assessment that is specifically to develop the character values of the citizenship.According to Majid (2014: 273), to achieve the value of character besides indirectly through various learning activities undertaken, the teachers are expected to conduct a directly achievement assessment of certain character values in the students.But the facts on the field, not all teachers understand the concept and implementation of character-oriented authentic assessment.
The government has been very incentive to hold the educational programs in shaping the character of citizenship by repositioning Pancasila.One of the government programs in education is the application of Curriculum 2013.At Curriculum 2013, the competence required includes the knowledge, attitude, and skills so that the students are expected to obtain the three domains in accordance with the goals set in the theme of the lessons.In other words, the implementation of the Curriculum 2013 is properly considered to foster the character of the students in accordance with the knowledge they acquire every day.To know that the character of citizenship has been fostered or appeared on the students then the assessment is performed based on the Curriculum 2013 that is an authentic assessment.
The authentic assessment on the skill domain is developed specifically to develop the character values of citizenship.In order the results of the assessment conducted by the teacher to be true and objective, the teacher must understand the principles of correct assessment in accordance with the assessment standards set by the assessment experts.The government (Kemendiknas/Kemendikbud) has set the Education Assessment Standards that can be guided by teachers in conducting school appraisal, namely Permendiknas RI Number 20 Year 2007 on Education Appraisal Standards.The assessment standards in the Curriculum 2013 are applied by teachers in the form of authentic assessment instruments.
Authentic assessment instruments based on the character of citizenship are indispensable for the teachers to support the government programs that try to improve the nation's depletion through character education.However, there is no sample of authentic assessment instruments found in the character-based skills domain of citizenship that can be used as the guidance in the assessment of primary schools.Therefore, in this research, the developed authentic assessment instrument in the skill domain is to develop the character values of citizenship which aims to make the students to be skilled and active in learning, and have good character of citizenship.With the authentic assessment instrument, it is expected to facilitate the teachers in conducting the assessment and guidance of the character citizenship, especially in the skill domain.Hosnan (2014: 387) argues that authentic assessment is a significant meaningful assessment of the learners' learning outcomes for the sphere of attitude, skills, and knowledge.In everyday academic life, the phrases of authentic assessment and authentic assessment are often exchanged.Muslich (2009: 47) says, the authentic assessment is the process of collecting various data that can provide a picture or information about the development of student learning experience.According to Hibart in Hosnan (2014: 388) various types of authentic assessment are; 1) performance assessment, 2) observation and questions, 3) presentations and discussions, 4) projects and investigations, 5) portfolios and journals.Authentic assessment assesses the knowledge and skills (performance) obtained by the students.The assessors are not only the teachers, but can be other friends or others.
The assessment value is conducted through observation, self-assessment, colleague assessment and the journal of teacher.The skills assessment is conducted through performance assessment that is an assessment that requires students to be skilled in demonstrating a particular competency by using practice tests (performance assessment), project assessment, and portfolio assessment.The instrument used is a check list or rating scale with a rubric.
The Government has set Educational Assessment Standards that can be as guidance for the teachers in conducting assessments in schools, namely Permendiknas RI Number 20 Year 2007 on Education Appraisal Standards.In this standard there are many techniques and forms of assessment offered for the assessment, including in character assessment.In the character assessment, the teacher should develop an assessment instrument with a rating rubric to avoid the subjective judgment in the form of an observation assessment instrument (observation sheet) as well as an assessment instrument of attitude scale (e.g.Likert scale).
The character values serve as the main values derived from the grain of competency standards and subjects to be internalized within the students.According to Hasan (2013: 9-10) the character that must a citizen (character of citizenship) have are: ( 1 12) responsibility.It is developed from authentic assessment instrument in skill domain at primary school hoping that the students have an excellent skill.

II. Research Method
This research was conducted at SD Negeri 104202 Bandar Setia and SD Negeri 106811 Bandar Setia, which are located at Jl. V Hamlet of Bandar Setia, Percut Sei Tuan Subdistrict, Deli Serdang District.The research is conducted as a second year research.It is the continuation research in 2017.The subjects of this study are: 1) Primary school teachers; (2) Primary school students; (3) Eight experts for the validation of assessment instruments are expert validation: elementary mathematics, elementary science, elementary school, Indonesian language, elementary school, assessment, psychology, and character education.The subjects of this research are: (1) Primary School teachers; (2) Primary School students; (3) Eight experts for validation of assessment instruments that is the validation experts of mathematics for Primary Schools, Natural Science for Primary School, Social Sciences for Primary School, Bahasa Indonesia, Civics for Primary School, Assessment, Psychology, and Character Education.
The method used in this research is the developmental research method of formative research type (Tessmer, 1998: 122).According to Tessmer, developmental research focuses on two stages, namely preliminary stage and formative evaluation stage.The instruments used in this study are: (1) expert validation sheet and (2) skill assessment instrument sheet.Character-based authentication validation instruments are questionnaires using Likert scale modified by the researcher to scale 4. The assessment criteria are classified into four levels with the following assessment: (1) Not good, (2) Good enough, (3) Good, (4) Very good, Sudjana (2007: 106).The analysis of assessment results given by the experts on quality and eligibility of product uses descriptive analysis with the Mean Percentage formula (PRS) presented by Sudjana (2007) and the internal Reliability of all instruments proposed by Guilford in Suherman & Sukjaya (1990).

The Development of Authentic Assessment Instruments
The development of an authentic assessment instrument is carried out to meet the completeness of the assessment that is missing from the teacher's book or the student's book.The development of an authentic assessment instrument is only conducted on all the themes contained in the fourth grade of primary school, especially in the skill domain that aims to develop the character values of the citizenship.The development of this assessment instrument is also based on the types of authentic assessment of the skill domains found in the Curriculum 2013 that covers performance, project and portfolio assessments, and tailored to the skills competencies and citizenship character to be developed.An example of the learning scope that will be developed for Class IV SD on theme 1 subtheme 1 is presented in Table 1: Being skilled at making the story text diligently

The Expert Validation
Based on the validation achievement of experts score, it can be presented in Table 2: Theachievement of an average score on each developed authentic assessment component on the basis of expert validity is presented in Graph 1:

Graph. 1 The assessment Results of Validation Expert
Based on the Graph 1 then it can be concluded that each component has a varied category, that is Good and Very Good.Overall, the average value of 5 components and 9 subcomponents obtained an average score of 90.47 or Very Good category.Thus it can be stated by the validator that the validation result of the authentic assessment instrument in the skill domain is Good and feasible to be used to develop the character values of citizenship without any revision note on certain sub component.Primm (1998) examined the effects of character education on behavior of elementary students in two rural school districts in Missouri.The study included a control group comprised of 26 teachers with no character education program in 1 school district and an experimental group with 29 teachers who had implemented a character education program in the other district.All 55 teachers completed a pretest and posttest survey concerning the behavioral characteristics of the students.The statistical analysis revealed no significant difference between the two groups on how teachers perceived the character-related behaviors of the students.

Field Test
The authentic assessment instruments are next validated at the field test stage.The purpose of field tests is to satisfy the element of appropriateness of the authentic assessment instrument in the skill domain for Class IV of primary school students.The implementation of field tests is divided into two scales, namely small-scale test and large-scale test which is One similarity between citizenship education and character education is that, both are related to "a perception of a crisis in society" (Davies et al, 2005).In other words, the origin of these approaches is alike.Both emerged because of the needs of society.Davies et al explain that crisis was a key feature of the status of citizenship education in the early 1990s.Likewise, they point out that some important personalities in the improvement of character education draw attention to problems in society.Among other similarities which they mention are their relationship with moral issues, the fact that both are broadly characterized, and some common ideas about styles of learning and teaching.
Based on the results of the small-scale and large-scale field tests on each sub theme, it is known that the performance assessment, project assessment and portfolio assessment indicate an increase in scores, or in other words that the characters values of citizenship are well established, so that the developed assessment instruments as a whole is declared valid and deserves to be used as an instrument of skills assessment to develop the character values of the of citizenship.It is based on the average score of the students' skills obtained from the authentic assessment instrument in the skills domain for themes 1 sub-theme 1 to theme 3 subtheme 3 has a significant increase score, so that a score on the average total score obtained 90.15 or has a very high category.Even the results of reliability test on the field tests results also showed an increase in the reliability scores so that on average reliability test it is obtained a score of 0.814 with the very high category of reliability.The results of field tests show that the overall authentic assessment instruments in the developed skill domain have a very high category of reliability.
Based on the results of the research, it can be concluded that the character values of citizenship is the identity of every citizen so that it is very important to be fostered and grown in the students through the world of education.It can even be said that every nation will have a national character if the person has a character of citizenship.This is in accordance with Lickona's theory and the results of previous research published in international journals by Ma'zumi (2012) which shows that the development of the nation's character is to form a strong, competitive, moral, tolerant, cooperative, patriotic, dynamic, cultural, science and technology-oriented and based on Pancasila and driven by faith and piety to God Almighty.Lickona (2000) argues that the character of a citizen includes several aspects involving moral knowing, moral feeling, and moral acting.Other international journals also support Lickona's remarks: the research conducted by Silay (2014) revising the meaning of citizenship and remembering the quality of an ideal citizen is essential before moving on to the next step.A good citizen is a requirement as an individual who has value, morals and acts for society.Civic education can be defined as a conscious effort to increase students' political and legal knowledge and also to encourage them to act in their own societies.The teaching of values and morals is an integral part of character of citizenship character of education.The students need to learn to be constructive in everyday life, politics and taking part in this aspect of life should be regarded as a natural way of life.
The importance of this research on the development of authentic assessment instruments to develop the character values, especially citizenship, is supported by other research results published in the national journal by Sitompul (2014: 8) that "the character values of education are not only applied by teachers Civics and religion, but also all subjects teachers ".
Thus it has been proved that the character of nationality is reflected through a strong, competitive, moral, tolerant, cultured person will be established if there has been internalization of the value of moral knowing, moral feeling, and moral acting in a person and of course always related to the world of education.It indicates that the student will have a national character if the student has a character of citizenship.This means that the character of citizenship is very important to be developed and nurtured in the students through the world of education so that it creates the Unitary State of the Republic of Indonesia that upholds the values of Pancasila.An additional likeness is that both programs intend "to encourage children to appreciate, and sympathize with, a common approach to values" (Revell, 2002).Revell also mentions that both of them are able to exert influence on children.Moreover, the author argues that children's understanding of the content of citizenship education or character education lies within the context of pre-existing beliefs about citizenship or character.In her opinion, "the values children are taught or see modelled at school are mediated with the values and beliefs they have assimilated through contact with their parents, peers or other groups" (Revell, 2002).Therefore, it is understood that both educational currents are related to values and both are influential on students.
McLaughlin expresses the three elements of citizenship as "social and moral responsibility, community involvement, and political literacy" (McLaughlin, 2000).It is understood that both authors seem to agree on the qualities of citizenship.They stress the importance of feeling responsible, being active, and taking part in serving the community voluntarily.It is vital that a good citizen is not somebody who knows a lot about politics and stays passive.In order to be regarded as a really "good" citizen, one has to play an active role in society by becoming a "doer" instead of a "watcher".
Based on the findings of this study and also the findings of some previous research, it can be concluded that the development of this authentic research instrument becomes very important because it can be used to develop the students' character values of citizenship.This is based on the research results which indicates that the authentic assessment instrument in the developed skill domain in this study meets the criteria of validity and reliability is very high so it is worthy of being used as a measuring instrument of the character of citizenship that internalized in the students through skill.Thus it can be concluded that the development of authentic assessment instruments in the developed skill area has been feasible to be used for grade 4 primary school students and can foster the students' character values of citizenship.

V. Conclusion
The initial observation results about the existence of the assessment instrument indicates that the authentic assessment instruments in the skill domain which is specifically developed to improve the character values of civic have not been applied in primary school.The validation expert results indicate that the authentic assessment instruments in the skill domain are good and worthy to be used to develop the character values of citizenship without any revision notes on certain sub-components.
The results of field tests show that the authentic assessment instrument in the skill domain to develop the character values of citizenship on theme 1 subtheme 1 to theme 3 subtheme 3 experienced a significant increase in the score, so that the scores obtained on the average total score is 90.15 and has a very highcategory.The results of fieldtests also show that overall authentic assessment instruments in the skills domain to develop the characters values of citizenship have a very highdegree of reliability.Thus, from the results of validation