Development of Instrument Assessment of Pancasila Student Profile Assisted by Google Form on Material Quadrangle in Grade IV SD Negeri 104607 Sei Rotan

Instruments in learning have an important role in obtaining information about achieving student competencies objectively. This study aims to describe the validity of the Pancasila student profile instrument developed. This research is development research conducted using the preparation of test and non-test instruments by Mardapi. The subjects in this study were grade IV students of SD Negeri 104607 Sei Rattan totaling 44 students. From the results of the trial obtained: 1) the validity of the developed instrument is valid in terms of the results of advance validation and content validation. As well as the results of trials with students are declared valid and have high reliability.

ISSN Online: 2723-2433ISSN Print: 2723-2441 Nur Habibah, Dian Armanto, Kms.M. Amin Fauzi -740-According to Kementerian Pendidikan dan Kebudyaan (2020) or the Ministry of Education and Culture, immoral student profiles are classified by phase, where in that phase is determined by the age of the student.This research is in class IV, then in grade IV students enter phase B. The following dimensions and elements of the Pancasila student profile in phase B can be seen in table.1 as follows:

Produce original works and actions
Explore and express their thoughts and/or feelings in accordance with their interests and preferences in the form of works and/or actions by appreciating the works and actions produced Mathematics as a conceptual tool for constructing and reconstructing matter, honing, and practicing the thinking skills needed to solve problems in life.The subject of mathematics equips students on critical thinking, reasoning and logic through certain mental activities that form a continuous stream of thinking and lead to the formation of a stream of understanding.Mathematics subjects have moral values including freedom, skill, interpretation, accuracy, systematism, rationality, patience, independence, discipline, perseverance, toughness, confidence, openness and creativity.Thus, its relevance to the student profile of Pancasila, mathematics subjects are aimed at developing students' independence, critical reasoning skills, and creativity.

Randwick International of Education and Linguistics Science Journal
Based on the results of observations in the field and information from teachers that have been carried out at SD Negeri 104607 Sei Rotan, it was found that grade IV teachers still have difficulty designing instruments to measure the dimensions of student profiles on quadrilateral material so that teachers with Pancasila education have not developed a Pancasila Student Profile assessment instrument that emphasizes the implementation of the Independent Curriculum.To overcome this, it is necessary to develop a Pancasila student profile assessment instrument, especially in the dimensions of independence, critical reasoning, and creativity in extracurricular activities in quadrilateral mathematics subjects in grade IV.
The subjects in this study were grade IV students of SD N 104607 Sei rotan.Male learners are 20 people and female learners are 24 people.The trial consisted of 23 learners.Data collection techniques using questionnaires, content validation questionnaires for tests.Data analysis is carried out using Likert scale, validity test, reliability test, question item analysis.Validity tests are used to determine the validity of questions and questionnaires developed, reliability tests are used to determine the reliability of questions and questionnaires developed.

Drawing Up Test Specifications
The first step in the development of test instruments is to compile test specifications.The preparation of test specifications consists of several activities Including; (1) determine the purpose of the test, (2) determine the test grid, (3) choose the form of the test, and (4) determine the length of the test.

Determining Test Objectives
The test developed aims to measure the profile of Pancasila students in grade IV on quadrilateral material on the dimensions of critical reasoning and creative thinking.Before the test is used, the test must be valid and reliable to measure critical reasoning and creative thinking in students

Arranging the test grid
After determining the purpose of the test, the next step is to arrange the test grid.In the test grid, there are four steps, namely (1) writing the general purpose of the lesson, (2) making a list of subjects and sub-subjects to be tested.(3) determine indicators, (4) determine the number of questions for each subject and sub-subject.The grid of questions can be seen in the table as follows: Table 2. Question Grid

Choosing a Test Form
The question form chosen in the test development is the description form.The description test was chosen because it is suitable for use in subjects such as mathematics, because mathematics has a definite answer and only one correct answer.

Determining Test Length
Determination of test length relates to the length of time given to students to answer questions.The written test takes 90 minutes to 150 minutes.Students are given time to answer questions for 35 minutes.

Writing Test Questions
After compiling the specifics of the test, the next step is to write the test questions.Question writing is describing learning competency indicators on the material taught into questions.So, this study discusses quadrilateral material with learning competencies to determine the circumference and area of flat buildings.The question indicators can be seen in 3 as follows: Given the contextual problem, make a plan to determine the size of the one build you want to create.With contextual problems, evaluate how long the land is, and the money you get after the sale.Given the contextual problem, determine the most important and relevant parts of the quadrilateral.The results of the validator experts presented in the table above, are further analyzed with Q-Cochran statistics.The results of the statistical test are used to find out whether the validators weigh the instrument equally or not.The results of these statistical tests are presented in table 6 below: The table above shows that the asymptic significance of 0.597 is greater than the significance level of α = 0.05.The calculated statistical price Q is 4.308 and the price  2 (0.05; 7) = 14.067.Since the value of Q turns out to be smaller than the   2 price at the level of significance of 5%, it can be concluded that experts have weighed the face validation of each point of critical reasoning questions and creative equally or uniformly.Furthermore, researchers also validate the contents whose results are contained in the table as follows: The table above shows that the symbiotic significance of 0.474 is greater than the significance level α = 0.05.The calculated statistical price Q is 6.576 and the price  2 (0.05; 7) = 14.067.Since the value of Q turns out to be less than the price  2 at the level of significance of 5%, it can be concluded that experts have weighed the validation of the content of each item of critical and creative reasoning questions equally or uniformly.

Trial
The instrument that has been declared to meet the content and validity of the face, then the test was tested on 23 grade IV students at SD Negeri 104607 Sei Rotan.The results of obtaining scores in trials are used to obtain validity and reliability, level of difficulty and differentiating power of questions.

Analyzing Question Points
Question point analysis can be known by the results of obtaining student scores on trials.Question point analysis includes validity and reliability, difficulty and discriminating power.

Test Question Item Validity and Reliability
The data obtained by the test questions and the calculation of the validity and reliability of the test using the help of Excel and SPSS-24 for windows programs.The validity of the question item is used with the Product moment correlation.As for the reliability of the test, Crocbach Alpha Analysis is used.The calculation results obtained test validity and test reliability are presented in the following table: Based on the table above 0.3515 was obtained   from the defree of freedom (df) table of 21 out of 8 questions in the trial.From the overall calculation, all questions are declared valid.The question is valid from the value of   >  .so that all questions can be used to measure the dimension of critical reasoning and the dimension of creative thinking in the profile of Pancasila students.The reliability of the questions in table 4.8 with an acquisition of 0.853 with a high interpretation according to the classification of reliability degrees.

The difficulty level of the question items
Based on the trial data is then followed by determining the differentiating power of the test.The results of the test instrument trial were obtained by students from 23 respondents to determine the level of difficulty of the question.The difficulty level of the question can be seen as follows in the following table.

Differentiating Power
Based on the results of the trial test, the results of 23 respondents were used to determine the distinguishing power of the test.The differentiating power of the test can be seen in the following table: Based on the table above, it can be seen that the discriminating power in all questions in the range of 0.40-0.70according to the differentiating power guidelines has a good classification.This is based on the classification of differentiating power.

Determining the Specifics of the Questionnaire
Specifications on the instrument consists of the purpose and lattice of the instrument.As for this study, the purpose of the instrument is to measure student learning independence.The instrument grille is shown in the table below.

Determining Scale
The next step is to determine the scale.The scale used is the Likert scale.On the Liken scale there are strongly agree (SS), agree (S), disagree (TS), and strongly disagree (STS) categories.

Determining the Questionnaire Scoring System
The next step is to determine the scoring system.The scoring system used is Likert scale.On the Likert scale the highest score is 4 and the lowest is 1.The scoring on the likert Scala can be seen in the table below: The next step after writing the instrument, the next step is to study the instrument.The instruments that have been made are first tested for validity by validators as many as 2 lecturers.Then revisions are made based on input and suggestions from validators, and then the questions are tested to students.
The validation phase includes content validation.Content validation is carried out by mathematics education experts with S3 backgrounds.Then revisions were made in accordance with suggestions from the weigher and consulted with the supervisor.The results of validation by validators can be seen in the following table: Based on the average percentage on the tabe l above, 88% was obtained, which means that the questionnaire was declared valid.Indicates that the developed questionnaire can be used at the trial stage.Based on validation by validators, it can be concluded that the percentage obtained is 88% which means that the questionnaire is declared valid.And it is concluded that the statement is categorized as good and does not need to be revised.This shows that the statements of the independence questionnaire can be tested on students.
The next step after validation by validators is to conduct a trial.The trial was conducted on grade IV students of SD Negeri 104607 Sei Rotan.A total of 23 learners.In trials using students outside the research subjects.Trials were conducted to analyze questionnaire instruments and analyze instrument reliability.Based on the results of obtaining student scores in trials, the instrument analysis includes validity and reliability, the validity of the instrument can be seen in the table as follows: Based on, the table above, 0.3515 was obtained from the defree of freedom (df) table of 21 out of 20   statements in the trial.From the calculation as a whole, all statements are declared valid.The question is valid from the value of   >  .so that all statements can be used to measure the independent dimensions of the Pancasila student profile.
The reliability of the instrument was analyzed using the Cronbach Alpha coefficient for the independence instrument questionnaire.The reliability value is calculated based on valid statements, on the elements of goal setting, achievement and self-development and the strategy plan consists of 5 valid statements, the element of initiative consists of 6 valid statements, the element of working independently consists of 2 valid statements, the discipline element consists of 3 valid statements, and the element of confidence consists of 4 valid statements.The reliability of each element of independence can be seen in the following table: Based on table it can be seen that each element has a Cronbach Alpha value ranging from 0.60-0.803.In the element of goal setting, achievement, and self-development and strategy plan the coefficient is 0.679, the initiative element the coefficient is 0.803, the element works independently the coefficient is 0.706, the element the discipline coefficient is 0.696, and the confident element coefficient is 0.682.So based on the classification of the degree of reliability of each element is declared reliable.This means that the instruments developed can measure what should be measured and can be used to measure the independence of learners.

CONCLUSION
The validity of the developed Pancasila student profile instrument is categorized on valid criteria.The test instrument is declared valid which is reviewed from the results of advance validation and content validation.As well as the results of trials with students are declared valid and have high reliability.The questionnaire instrument was declared valid in review of the validation results by experts with a percentage of 89.5%.And at the trial stage with students declared valid and have moderate reliability.

Table 1 .
Dimensional with Elements of Pancasila Student Profile no Phase B

Table 3 .
Question Indicator Table

Table 6 .
Q-Cochran Statistical Results

Table 7 .
Content Validation ResultsThe results of the validator experts presented in table 4.6 are further analyzed with Q-Cochran statistics.The results of the statistical test are used to find out whether the validators weigh the instrument equally or not.The results of the statistical test are presented in table 8 below:

Table 8 .
Q-Cochran Statistical Results Table

Table 9 .
Question Validity and Reliability Table

Table 11 .
Problem Differentiating Power Table

Table 12 .
Instrument content k-gridThe next step is the writing of the instrument, in this step the indicator is translated into statements.The description of indicators into statements can be seen in the table as follows: ISSN Online: 2723-2433 ISSN Print: 2723-2441 Nur Habibah, Dian Armanto, Kms.M. Amin Fauzi -747-

Table 13 .
Instrument Grid Table

Table 14 .
Likert Scale Scoring Table

Table 15 .
Validation Results