VALIDATING THE DDTK INSTRUMENT FOR ANALYZING

CHILDREN'S BRAIN DEVELOPMENT ON THE NEUROTUNE

ANDROID APPLICATION

Dr. Erna Budiarti, M.Pd1, Anne Gracia2, Retno Palupi3, Dwi Andrian4, Dewi
Mahmudah5, Siti Rodiah6, Evi Mulyati7
Universitas Panca Sakti Bekasi, Raya Hankam 39, Pondok Gede, Bekasi, Jawa Barat,
Indonesia, bbbudiarti@gmail.com1
Universitas Panca Sakti Bekasi, Raya Hankam 39, Pondok Gede, Bekasi, Jawa Barat,
Indonesia, annegracia.alc@gmail.com2
PAUD Rama-Rama, Tangerang Selatan, Banten, palupinoya@yahoo.com3
SPS Melati, Denpasar, Bali, dwibaliku82@gmail.com4
TK PERTIWI V, Pasuruan, Jawa Timur, dewi.mahmudah.alwi@gmail.com5
TK Islam Assyifa, Jakarta Pusat, DKI Jakarta, surtijono79@gmail.com6
TK Mutiara, Jakarta Timur, DKI Jakarta, evimulyatibuybuy@gmail.com7

Abstract
This paper aims to carry out construct validation of the Early Detection of Growth and Development
(DDTK) questionnaire on the NeuroTune android application which is arranged according to the order of
development of brain function. The DDTK questionnaire from the international screening instrument is the
Denver Developmental Screening Test II (DDST) which does not provide profile information on learning
readiness, other than language development, personal social, fine motor, gross motor. The components of
the Denver II Test instrument were then translated and developed into part of the Early Detection of Growth
and Development by grouping:
KPSP (Developmental Pre Screening Questionnaire)
TDD (Hearing Test)
TDL (Visibility Test)
In line with the emergence of the development of brain function maturity, the instruction sentences on the
DDTK instrument are then sequenced referring to the emergence of brain function which provides a profile
of brain function maturity for learning readiness. The qualitative validation method for the standard
instruments arranged in this sequence uses the Lawshe CVI (Content Validity Index) and CVR (Content
Validity Ratios) methods, content validation refers to a process that aims to determine whether an
instrument (checklist, questionnaire, or scale) is at expected content area to measure. The validators consist
of experts in the fields of Early Childhood Education, Neurology, and Statistics. The results of the validation
are expected to be a reference for using questionnaires in the education community and parents of children
aged 4-8 years to help find a profile of the need for learning readiness assistance that displays information
on stimulus needs for brain function maturity.

Keywords: early childhood, development detection, questionnaire validation

Coresponding Author
Email Address: bbbudiarti@gmail.com
Copyright @2023 Erna Budiarti
Received March 1st, 2023, Accepted April 23rd, 2023, Published May 30th, 2023

Budiarti el al: Preprint Submitted to Cemerlang Publisher Page 72 of 248

INTRODUCTION
The Early Developmental Detection Instrument (DDTK) is an adaptation of the
Denver II instrument developed by Frankenburg and his team in 1987. The Denver II
instrument itself was developed based on the developmental theory of Jean Piaget, a
Swiss psychologist who put forward the theory of children's cognitive development.
Piaget's theory suggests that children's cognitive development occurs through different
stages, starting from the sensorimotor stage (0-2 years), pre-growth (2-7 years), concrete
operational (7-11 years), and formal operational (11 years on). The Denver II instrument
is a child development test used to measure motor, language, social, and cognitive
abilities in children aged 0 to 6 years. This instrument was first developed in 1990 by
William K. Frankenburg and Josiah B. Dodds at the University of Colorado, Denver,
USA (Frankenburg et al., 1967). The Denver II development process begins by collecting
data on child growth and development from a variety of sources, including longitudinal
and cross-sectional studies. This data is then analyzed to determine the normal stages of
development in children, as well as to evaluate the reliability and validity of each item to
be tested. The Denver II development process was carried out by involving experts from
various disciplines, including pediatrics, psychologists, child development experts, and
statisticians (Hariyono et al., 1987). The instrument was finally released in 1990 after
going through a series of trials and reviews by experts. The adaptation of the Denver II
instrument to DDTK was carried out by the Indonesian Ministry of Health in 2011
(Purwandari, 2008). This adaptation was made to accommodate the conditions and
characteristics of Indonesian children, as well as to facilitate early detection of child
growth and development from an early age. Research on early detection instruments for
growth and development in Indonesia for the field of early childhood education has been
carried out by several researchers. The research aims to develop early detection
instruments for early childhood growth and development that suit the characteristics of
Indonesian children. This instrument covers various aspects of child development, such
as cognitive, motor, language, social, and emotional. The method used in this study is the
instrument development method, which consists of several stages, such as preliminary
studies, instrument preparation, validity testing, and reliability testing. The results showed
that the developed early detection instruments for growth and development have high
validity and reliability. This research is expected to help teachers and parents in carrying
out early detection of early childhood growth and development effectively and efficiently.
In addition, this instrument can also be a reference for other researchers who wish to
develop similar instruments.
In the development of educational neuroscience, a meeting was held to arrange
sentence sequences on the DDTK instrument following the order in which brain functions
appeared. The meeting was conducted by the Directorate of Early Childhood and
Community Education Teachers, the Directorate General of Teachers and Education
Personnel. Arrangement of sentence structure will provide profile results according to the
order of maturity of brain function to organize the grouping of maturation of brain
function from sensory integration to cognitive.

Page 73 of 248
 Questionnaire Book of
DDTK – SDIDTK Book
from Indonesia Ministry
of Education
(Kementerian Kesehatan
& Japan International
Cooperation Agency,
2020)

Questionnaire DDTK
with POA – Indonesian
Ministry of
Education(Gracia et al.,
2021)

Changes in the order that occurred in the POA team meeting were:
SDIDTK – DDTK versi reguler DDTK versi POA
Usia 0 – 3 tahun

N N Kalimat Aktivitas Observasi

KPSP O o
1 6 Mengamati tangannya sendiri
2 1 Melihat dan menatap wajah anda
3 12 mengenal ibu dengan pendengaran
4 7 senyum spontan
5 8 Membalas senyum ketika diajak bicara/tersenyum
6 5 Bermain tepuk tangan/ciluk ba
7 4 Senang diajak Bermain CILUKBA
8 2 Mencari mainan/benda yang dijatuhkan
9 3 Mengarahkan matanya pada benda-benda kecil
Tersenyum ketika melihat mainan/gambar yang menarik saat bermain
10
9 sendiri
11 10 Bereaksi terkejut terhadap suara keras
12 11 Bereaksi terhadap suara yang perlahan atau bisikan
Menggerakkan kepala dari kiri/kanan ke tengah,Berbalik dari
13
13 telungkup ke telentang,
14 14 Mengeksplorasi sekitar, ingin tahu, ingin menyentuh apa saja
15 15 Mengangkat kepala mandiri hingga setinggi 45 derajat
16 16 Mengangkat kepala secara mandiri hingga tegak 90 derajat
17 17 Mempertahankan posisi kepala tetap tegak dan stabil
18 18 Merayap, Merangkak meraih mainan atau mendekati seseorang
19 19 Duduk secara mandiri;

Page 74 of 248
 Mengangkat badannya ke posisi berdiri, Belajar berdiri, kedua kaki
20
20 menyangga sebagian berat badan
21 21 Belajar berdiri selama 30 detik atau berpegangan di kursi
22 22 Berdiri sendiri tanpa berpegangan 30 detik
23 23 Dapat berjalan dengan dituntun
24 24 Berdiri sendiri tanpa berpegangan
25 25 Berjalan tanpa terhuyung-huyung
26 26 Meraih benda yang ada dalam jangkauannya
Membungkuk memungut mainan kemudian berdiri kembali,
27
27 Bergembira dengan melempar benda
Menggelindingkan bola kearah sasaran, Memungut benda sebesar
28
28 kacang dengan cara meraup
29 29 Menumpuk dua kubus
30 30 Menumpuk 4 buah kubus, Memasukkan kubus di kotak
31 31 Memungut 2 benda, kedua tangan pegang 2 benda pada saat bersamaan
32 32 Menggenggam mainan kecil atau mainan bertangkai
33 33 Menggenggam erat pensil
34 34 Memungut benda kecil dengan ibu jari dan jari telunjuk
35 35 Mengulurkan lengan/badan untuk meraih mainan yang diinginkan
36 36 Memasukkan benda ke mulut, Makan kue sendiri
37 37 Memindahkan benda dari satu tangan ke tangan lainnya
Membantu memungut mainannya sendiri atau membantu mengangkat
38
38 piring jika diminta
39 39 Membantu/menirukan pekerjaan rumah tinggal
40 40 Melepas pakaiannya sendiri
41 41 Menunjuk 1 atau lebih bagian tubuhnya ketika diminta
Melihat gambar dan dapat menyebutkan dengan benar nama 2 benda
42
42 atau lebih
43 43 Bermain dan menendang bola kecil
44 44 Makan nasi sendiri tanpa banyak tumpah
45 45 Mengoceh spontan atau bereaksi dengan mengoceh
46 46 Tertawa keras
47 47 Bersuara tanpa arti, mamama, bababa, dadada, tatata
48 48 Mengulang menirukan bunyi yang didengar
49 49 Menyebut 2-3 suku kata yang sama tanpa arti
50 50 Mengeluarkan suara gembira bernada tinggi atau memekik
Memanggil ayah dengan kata “papa”, memanggil ibu dengan kata
51
51 “mama”
52 52 Menyebut 3-6 kata yang mempunyai arti
53 53 Bicara dengan baik Menggunakan 2 kata
54 54 Mengenal anggota keluarga, takut pada orang lain yang belum dikenal

Page 75 of 248
 Menunjuk apa yang diinginkan tanpa menangis/merengek, anak bisa
55
55 mengeluarkan suara yang menyenangkan atau menarik tangan ibu
56 56 Memperlihatkan rasa cemburu/bersaing
57 57 Berusaha memperluas pandangan

N Kalimat Aktivitas Observasi

TDD No o
Pada waktu bayi tidur kemudian anda berbicara atau membuat
1 1 kegaduhan. apakah bayi bergerak atau terbangun dari tidurnya?
Apabila ada suara nyaring (misal suara batuk, salak anjing, piring jatuh
2 3 ke lantai dan lain-lain), apakah bayi terkejut atau terlompat?
Pada saat bayi tidur telentang dan anda duduk di dekat kepala bayi
pada posisi tidak terlihat oleh bayi, kemudian anda bertepuk tangan
dengan keras di dekat kepala bayi, apakah bayi terkejut atau
mengedipkan matanya atau menegangkan tubuh sambil mengangkat
3 2 kaki tangannya ke atas?
Pilih gambar dari majalah/buku bergambar. Tutup mulut anda dengan
buku/kertas, tanpa melihat gerakan bibir anda, tanyakan pada anak:
“Tunjukkan gambar kucing (atau anjing, kuda, mobil, orang, rumah,
bunga, dan sebagainya)?”. Dapatkah anak menunjukkan gambar yang
4 8 dimaksud dengan benar?
Anda berada di sisi yang tidak terlihat oleh bayi, sebut namanya atau
bunyikan sesuatu, apakah bayi memalingkan kepala mencari sumber
5 4 suara?
Tutup mulut anda dengan buku/kertas, tanpa melihat gerakan bibir
anda, tanyakan pada anak: “Pegang matamu”, “Pegang kakimu”.
6 7 Apakah anak memegang mata dan kakinya dengan benar?
Tanpa terlihat oleh anak. buat suara yang menarik perhatian, apakah
anak langsung mengetahui posisi anda sebagai sumber suara yang
7 5 berpindah-pindah?
Ucapkan kata-kata yang mudah dan sederhana, dapatkah anak
8 6 menirukan anda?
Tutup mulut anda dengan buku/kertas, tanpa melihat gerakan bibir
anda, perintahkan anak untuk mengerjakan sesuatu seperti: “Berikan
boneka itu kepada saya”, “Taruh kubus-kubus ini di atas meja/kursi”,
dan sebagainya. Apakah anak dapat mengerjakan perintah tersebut
9 9 dengan benar?

CHA N Kalimat Aktivitas Observasi

T No o
1 4 Apakah anak suka bermain “ciluk ba”, “petak umpet”?
2 2 Apakah anak tertarik (memperhatikan) anak lain?
Apakah anak pernah bermain seolah-olah membuat secangkir teh
menggunakan mainan berbentuk cangkir dan teko, atau permainan
3 5 lain?

Page 76 of 248
 Apakah anak pernah menunjuk atau meminta sesuatu dengan
4 6 menunjukkan jari?
Apakah anak pernah menggunakan jari untuk menunjuk ke sesuatu
5 7 agar anda melihat ke sana?
Apakah anak dapat bermain dengan mainan yang kecil (mobil atau
6 8 kubus)?
Apakah anak senang diayun-ayun atau diguncang-guncang naik turun
7 1 (bounched) di paha anda?
8 3 Apakah anak suka memanjat-manjat, seperti memanjat tangga?
Apakah anak pernah memberikan suatu benda untuk menunjukkan
9 9 sesuatu?
Selama pemeriksaan apakah anak menatap (kontak mata) dengan
10 10 pemeriksa?
Usahakan menarik perhatian anak, kemudian pemeriksa menunjuk
sesuatu di ruangan pemeriksaan sambil mengatakan: “Lihat itu ada
bola (atau mainan lain)”!
Perhatikan mata anak, apakah ia melihat ke benda yang ditunjuk,
11 11 bukan melihat tangan pemeriksa?
Usahakan menarik perhatian anak, berikan mainan gelas/cangkir dan
12 12 teko. Katakan pada anak: “Buatkan secangkir susu buat mama”!
Tanyakan pada anak: “Tunjukan mana gelas”! (gelas dapat diganti
dengan nama benda lain yang dikenal anak dan ada di sekitar kita).
Apakah anak menunjukkan benda tersebut dengan jarinya? atau sambil
13 13 menatap wajah anda ketika menunjuk ke suatu benda?
Apakah anak dapat menumpuk beberapa kubus/balok menjadi suatu
14 14 menara?

3-4 tahun
N
KPSP o Kalimat Aktivitas Observasi
1 Berdiri 1 kaki selama 2 detik
2 Mengayuh sepeda roda tiga
3 Melompat kedua kaki diangkat
4 Menggambar garis lurus
5 Menumpuk 8 buah kubus
6 Mencuci dan mengeringkan tangan sendiri
7 Mengenakan sepatu sendiri
8 Mengenakan celana panjang, kemeja, baju
9 Mendengarkan cerita
10 Mengerti arti kata di atas, di bawah, di depan
11 Menyebut nama, umur, tempat
12 Mengenal 2 – 4 warna
13 Bermain bersama teman, mengikuti aturan permainan

Page 77 of 248
 N N Kalimat Aktivitas Observasi
TDD o o
Gesek dasar dalam cangkir sendok keramik dengan gagang sendok.
Posisi di belakang kepala mendekat ke telinga kanan. Anak menebak
1 3 arah bunyi dengan menoleh ke arah cangkir.
Gesek dasar dalam cangkir sendok keramik dengan gagang sendok.
Posisi di belakang kepala mendekat ke telinga kiri. Anak menebak arah
2 4 bunyi dengan menoleh ke arah cangkir.
Denting gelas kaca dengan sendok di belakang kepala arah telinga
3 5 kanan. Anak menebak arah bunyi dengan menoleh ke arah gelas.
Denting gelas kaca dengan sendok di belakang kepala arah telinga kiri.
4 6 Anak menebak arah bunyi dengan menoleh ke arah gelas.
Perlihatkan benda-benda yang ada di sekeliling anak seperti sendok,
cangkir, bola, bunga, dan sebagainya. Suruh anak menyebutkan nama
benda-benda tersebut. Apakah anak anda dapat menyebutkan nama
5 1 benda-benda tersebut dengan benar?
Suruh anak duduk, anda duduk dalam jarak 3 meter di depan anak.
Suruh anak mengulangi angka-angka yang telah anda ucapkan:
“Empat”, “Satu”, “Delapan” atau menirukan dengan menggunakan jari
tangannya. Kemudian tutup mulut anda dengan buku/kertas, ucapkan
4 angka yang berlainan. Apakah anak dapat mengulangi atau
menirukan ucapan anda dengan menggunakan jari tangannya? (Anda
6 2 dapat mengulanginya dengan suara yang lebih keras)

N N Kalimat Aktivitas Observasi

TDL o o
Anak menatap ke depan. Amati posisi bola mata anak, apakah kedua
1 9 bola mata simetris?
Anak menatap benda berjarak 20-30cm. Gerakan benda ke kanan, ke
kiri, ke atas, ke bawah secara perlahan. Dengan kepala tetap tegak,
2 10 apakah bola mata bergerak sesuai/mengikuti gerak benda?
Jari di depan wajah jarak 30 cm.
Minta anak menggerakkan kepala ke kanan dan kiri perlahan sambil
3 11 mata tetap melihat ke jari. Amati gerak mata simetris pada kedua arah.
Dari jarak 3 meter. Anak dapat mengarahkan kartu “E” menghadap
atas, bawah, kiri, dan kanan sesuai yang ditunjuk pada poster “E” baris
4 1 pertama
Dari jarak 3 meter. Anak dapat mengarahkan kartu “E” menghadap
atas, bawah, kiri, dan kanan sesuai yang ditunjuk pada poster “E” baris
5 2 kedua
Dari jarak 3 meter. Anak dapat mengarahkan kartu “E” menghadap
atas, bawah, kiri, dan kanan sesuai yang ditunjuk pada poster “E” baris
6 3 ketiga
Dari jarak 3 meter. Anak dapat mengarahkan kartu “E” menghadap
atas, bawah, kiri, dan kanan sesuai yang ditunjuk pada poster “E” baris
7 4 keempat

Page 78 of 248
 Dari jarak 3 meter. Tutup salah satu mata. Anak dapat mengarahkan
kartu “E” menghadap atas, bawah, kiri, dan kanan sesuai yang ditunjuk
8 5 pada poster “E” baris pertama
Dari jarak 3 meter. Tutup salah satu mata. Anak dapat mengarahkan
kartu “E” menghadap atas, bawah, kiri, dan kanan sesuai yang ditunjuk
9 6 pada poster “E” baris kedua
Dari jarak 3 meter. Tutup salah satu mata. Anak dapat mengarahkan
kartu “E” menghadap atas, bawah, kiri, dan kanan sesuai yang ditunjuk
10 7 pada poster “E” baris ketiga
Dari jarak 3 meter. Tutup salah satu mata. Anak dapat mengarahkan
kartu “E” menghadap atas, bawah, kiri, dan kanan sesuai yang ditunjuk
11 8 pada poster “E” baris keempat

KMP N N Kalimat Aktivitas Observasi

E o o
Apakah anak anda tampak menghindar dari teman-teman atau anggota
keluarganya?
(seperti ingin merasa sendirian, menyendiri atau merasa sedih
sepanjang waktu, kehilangan minat terhadap hal-hal yang biasa sangat
1 2 dinikmati)
Apakah anak anda memperlihatkan adanya perasaan ketakutan atau
kecemasan berlebihan yang tidak dapat dijelaskan asalnya dan tidak
2 4 sebanding dengan anak lain seusianya?
Apakah anak anda menunjukkan perilaku kebingungan sehingga
3 6 mengalami kesulitan dalam berkomunikasi dan membuat keputusan?
Apakah anak anda menunjukkan adanya kemunduran perilaku atau
kemampuan yang sudah dimilikinya?
(seperti mengompol kembali, menghisap jempol, atau tidak mau
4 11 berpisah dengan orang tua/pengasuhnya)
Apakah anak anda mengalami keterbatasan oleh karena adanya
konsentrasi yang buruk atau mudah teralih perhatiannya, sehingga
mengalami penurunan dalam aktivitas sehari-hari atau prestasi
5 5 belajarnya?
Apakah anak anda terlihat berperilaku merusak dan menentang
terhadap lingkungan di sekitarnya?
(seperti melanggar peraturan yang ada, mencuri, seringkali melakukan
perbuatan yang berbahaya bagi dirinya, atau menyiksa binatang atau
anak-anak lainnya) dan tampak tidak peduli dengan nasihat-nasihat
6 3 yang sudah diberikan kepadanya?
Apakah anak anda seringkali terlihat marah tanpa sebab yang jelas?
(seperti banyak menangis, mudah tersinggung atau bereaksi berlebihan
7 1 terhadap hal-hal yang sudah biasa dihadapinya)
Apakah anak anda menunjukkan adanya perubahan pola tidur?
(seperti sulit tidur sepanjang waktu, terjaga sepanjang hari, sering
8 7 terbangun di waktu tidur malam oleh karena mimpi buruk, mengigau)

Page 79 of 248
 Apakah anak anda mengalami perubahan pola makan?
(seperti kehilangan nafsu makan, makan berlebihan atau tidak mau
9 8 makan sama sekali)
Apakah anak anda seringkali mengeluh sakit kepala, sakit perut atau
10 9 keluhan-keluhan fisik lainnya?
Apakah anak anda melakukan perbuatan yang berulang-ulang tanpa
11 12 alasan yang jelas?
Apakah anak anda seringkali mengeluh putus asa atau berkeinginan
12 10 untuk mengakhiri hidupnya?

GPP N Kalimat Aktivitas Observasi

H o
1 Tidak kenal lelah, atau aktivitas yang berlebihan
3 Menganggu anak-anak lain
2 Mudah menjadi gembira, impulsive
Gagal menyelesaikan kegiatan yang telah dimulai, rentang perhatian
4 pendek
5 Menggerak-gerakan anggota badan atau kepala secara terus menerus
6 Kurang perhatian, mudah teralihkan
7 Permintaannya harus segera dipenuhi, mudah menjadi frustasi
8 Sering dan mudah menangis
9 Suasana hatinya mudah berubah dengan cepat dan drastis
10 Ledakkan kekesalan, tingkah laku eksplosif dan tak terduga

4-5 tahun
N N Kalimat Aktivitas Observasi
KPSP o o
1 1 Berdiri 1 kaki selama 6 detik
2 2 Melompat-lompat 1 kaki
3 3 Menari - mengikuti contoh gerak berirama
4 4 Mengancing baju atau pakaian Boneka
5 5 Berpakaian sendiri tanpa dibantu
6 6 Menggosok gigi tanpa dibantu
7 7 Menggambar tanda silang
8 8 Menggambar lingkaran
9 9 Menggambar orang dengan 3 bagian tubuh
10 10 Membandingkan/membedakan sesuatu dari ukuran dan bentuknya
11 11 Menjawab pertanyaan dengan kata-kata yang benar
12 14 Senang bertanya tentang sesuatu
13 12 Menyebut angka, menghitung jari
14 13 Senang menyebut kata-kata baru
15 15 Bicaranya mudah dimengerti
16 16 Menyebutkan nama lengkap tanpa dibantu

Page 80 of 248
 17 17 Menyebut nama-nama hari
18 18 Beraksi tenang dan tidak rewel ketika ditinggal ibu

N N
TDD o o Kalimat Aktivitas Observasi
Gesek dasar dalam cangkir sendok keramik dengan gagang sendok.
1 Posisi di belakang kepala mendekat ke telinga kanan. Anak menebak
3 arah bunyi dengan menoleh ke arah cangkir.
Gesek dasar dalam cangkir sendok keramik dengan gagang sendok.
2 Posisi di belakang kepala mendekat ke telinga kiri. Anak menebak arah
4 bunyi dengan menoleh ke arah cangkir.
Denting gelas kaca dengan sendok di belakang kepala arah telinga
3
5 kanan. Anak menebak arah bunyi dengan menoleh ke arah gelas.
Denting gelas kaca dengan sendok di belakang kepala arah telinga kiri.
4
6 Anak menebak arah bunyi dengan menoleh ke arah gelas.
Perlihatkan benda-benda yang ada di sekeliling anak seperti sendok,
cangkir, bola, bunga, dan sebagainya. Suruh anak menyebutkan nama
5
benda-benda tersebut. Apakah anak anda dapat menyebutkan nama
1. benda-benda tersebut dengan benar?
Suruh anak duduk, anda duduk dalam jarak 3 meter di depan anak.
Suruh anak mengulangi angka-angka yang telah anda ucapkan:
“Empat”, “Satu”, “Delapan” atau menirukan dengan menggunakan jari
6 tangannya. Kemudian tutup mulut anda dengan buku/kertas, ucapkan
4 angka yang berlainan. Apakah anak dapat mengulangi atau
menirukan ucapan anda dengan menggunakan jari tangannya? (Anda
2. dapat mengulanginya dengan suara yang lebih keras)

N N
TDL o o Kalimat Aktivitas Observasi
Dari jarak 3 meter. Anak dapat mengarahkan kartu “E” menghadap
atas, bawah, kiri, dan kanan sesuai yang ditunjuk pada poster “E” baris
1. pertama
Dari jarak 3 meter. Anak dapat mengarahkan kartu “E” menghadap
atas, bawah, kiri, dan kanan sesuai yang ditunjuk pada poster “E” baris
2. kedua
Dari jarak 3 meter. Anak dapat mengarahkan kartu “E” menghadap
atas, bawah, kiri, dan kanan sesuai yang ditunjuk pada poster “E” baris
3. ketiga
Dari jarak 3 meter. Anak dapat mengarahkan kartu “E” menghadap
atas, bawah, kiri, dan kanan sesuai yang ditunjuk pada poster “E” baris
4. keempat
Dari jarak 3 meter. Tutup salah satu mata. Anak dapat mengarahkan
kartu “E” menghadap atas, bawah, kiri, dan kanan sesuai yang ditunjuk
5. pada poster “E” baris pertama
Dari jarak 3 meter. Tutup salah satu mata. Anak dapat mengarahkan
kartu “E” menghadap atas, bawah, kiri, dan kanan sesuai yang ditunjuk
6. pada poster “E” baris kedua

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 Dari jarak 3 meter. Tutup salah satu mata. Anak dapat mengarahkan
kartu “E” menghadap atas, bawah, kiri, dan kanan sesuai yang ditunjuk
7. pada poster “E” baris ketiga
Dari jarak 3 meter. Tutup salah satu mata. Anak dapat mengarahkan
kartu “E” menghadap atas, bawah, kiri, dan kanan sesuai yang ditunjuk
8. pada poster “E” baris keempat
Anak menatap ke depan. Lihat posisi bola mata anak, apakah kedua
9. bola mata simetris?
Anak menatap benda berjarak 20-30cm. Gerakan benda ke kanan, ke
10 kiri, ke atas, ke bawah secara perlahan. Dengan kepala tetap tegak,
. apakah bola mata bergerak sesuai/mengikuti gerak benda?
Jari di depan wajah jarak 30 cm.
Minta anak menggerakkan kepala ke kanan dan kiri perlahan sambil
11 mata tetap melihat ke jari. Amati gerak mata simetris pada kedua arah.

KMP N N
E o o Kalimat Aktivitas Observasi
Apakah anak anda seringkali terlihat marah tanpa sebab yang jelas?
(seperti banyak menangis, mudah tersinggung atau bereaksi berlebihan
1. terhadap hal-hal yang sudah biasa dihadapinya)
Apakah anak anda tampak menghindar dari teman-teman atau anggota
keluarganya?
(seperti ingin merasa sendirian, menyendiri atau merasa sedih
sepanjang waktu, kehilangan minat terhadap hal-hal yang biasa sangat
2. dinikmati)
Apakah anak anda terlihat berperilaku merusak dan menentang
terhadap lingkungan di sekitarnya?
(seperti melanggar peraturan yang ada, mencuri, seringkali melakukan
perbuatan yang berbahaya bagi dirinya, atau menyiksa binatang atau
anak-anak lainnya) dan tampak tidak peduli dengan nasihat-nasihat
3. yang sudah diberikan kepadanya?
Apakah anak anda memperlihatkan adanya perasaan ketakutan atau
kecemasan berlebihan yang tidak dapat dijelaskan asalnya dan tidak
4. sebanding dengan anak lain seusianya?
Apakah anak anda mengalami keterbatasan oleh karena adanya
konsentrasi yang buruk atau mudah teralih perhatiannya, sehingga
mengalami penurunan dalam aktivitas sehari-hari atau prestasi
5. belajarnya?
Apakah anak anda menunjukkan perilaku kebingungan sehingga
6. mengalami kesulitan dalam berkomunikasi dan membuat keputusan?
Apakah anak anda menunjukkan adanya perubahan pola tidur?
(seperti sulit tidur sepanjang waktu, terjaga sepanjang hari, sering
7. terbangun di waktu tidur malam oleh karena mimpi buruk, mengigau)
Apakah anak anda mengalami perubahan pola makan?
(seperti kehilangan nafsu makan, makan berlebihan atau tidak mau
8. makan sama sekali)

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 Apakah anak anda seringkali mengeluh sakit kepala, sakit perut atau
9. keluhan-keluhan fisik lainnya?
10 Apakah anak anda seringkali mengeluh putus asa atau berkeinginan
. untuk mengakhiri hidupnya?
Apakah anak anda menunjukkan adanya kemunduran perilaku atau
kemampuan yang sudah dimilikinya?
11 (seperti mengompol kembali, menghisap jempol, atau tidak mau
. berpisah dengan orang tua/pengasuhnya)
12 Apakah anak anda melakukan perbuatan yang berulang-ulang tanpa
. alasan yang jelas?

The process of maturation of brain function from birth to the age of 8 years has
been widely studied using a neuroscientific approach. During this period, the child's brain
develops rapidly and undergoes many structural and functional changes that are important
for the formation of cognition and behavior. The theory that is often used in studying the
maturation of brain function in children is the theory of neuro constructivism
(Westermann et al., 2007). This theory states that the experiences a child gains in
childhood affect brain development and can strengthen or weaken neuronal connections
in the brain. In this theory, experiences that support optimal development are experiences
that enrich, motivate, and challenge children.
One of the researchers who has done a lot of research in this field is Professor Mark
Johnson from the University of Cambridge. Johnson conducts research on how visual and
cognitive function develops in infants and young children, including how visual
experiences in childhood can affect brain development. He also conducts research on how
children's brains react to language, both in terms of pronunciation and comprehension. In
addition, there is also Professor Charles Nelson from Harvard Medical School who
studies brain development and behavior in children who are exposed to various risks, such
as malnutrition, lack of stimulation, or stress. Nelson also studied the influence of the
social and cultural environment on brain development and behavior. Here are some
related theories and research:
• Synaptogenesis Theory: This theory states that during infancy and childhood, there
is formation and an increase in the number of synapses in the brain. Relevant
research, among others, was carried out by Patricia Kuhl and William Greenough.
• Synapse Selection Theory: This theory states that after an increase in the number of
synapses, a synapse selection process occurs where unneeded synapses die. Relevant
research, among others, was conducted by Mark Johnson.
• Critical Period Sensitivity Theory: This theory states that there are periods of time
when the brain is highly responsive to environmental experiences and stimulation. If
during this period there is a lack of stimulation, brain function will be hampered.
Relevant research, among others, was conducted by Hubel and Wiesel.
• Neural Network Consolidation Theory: This theory states that there is a process of
consolidation and arrangement of neural networks that occurs after the formation of
synapses and synapse selection occurs. Relevant research, among others, was
conducted by Michael Merzenich.
The relationship between the results of early detection of growth and development
and the maturity profile of brain function will become the basis for preparing learning
readiness programs that require information on the uniqueness of children (Gracia et al.,
2021). The profile of brain function maturity in early childhood is very important to

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understand because it can help develop more effective and efficient learning programs.
At an early age, the brain is experiencing very fast development and it is very important
to provide the right stimulation so that the potential of the brain can develop optimally. A
well-designed learning program will help early childhood to optimally develop their
potential and become more qualified individuals in the future. In preparing learning
programs for early childhood, it is necessary to pay attention to the maturity profile of the
child's brain function, so that it can be adapted to the needs and potential of the child.
Several factors need to be considered in developing appropriate learning programs for
early childhood based on the maturity profile of brain function:
• Motor development: Early childhood is also experiencing motor development, both
fine motoric and gross motoric. Therefore, learning programs that involve physical
activities such as running, jumping or playing ball can help develop their motor
skills.
• Language development: Early childhood is also experiencing very rapid language
development. Therefore, learning programs that involve language-related activities
such as reading, writing and speaking will help develop their language skills.
• Social and emotional development: Early childhood is learning about social
interactions and developing their social and emotional skills. Learning programs
that provide opportunities to interact with others and learn about emotions and
feelings will assist them in their social and emotional development.
• Cognitive development: At an early age, children are experiencing very rapid
cognitive development. They begin to learn about concepts such as shape, color,
size and numbers. Therefore, learning programs adapted to their cognitive level will
be more effective.
In developing appropriate learning programs for early childhood, it is important to
consider the maturity profile of their brain function and adapt learning programs to their
level of development. Thus, children will more easily understand the material being
taught and can develop skills more effectively (Suyadi, 2016).

METHODS
Research on the DDTK instrument based on the development of children's brain
maturity is carried out using a model using an expert (Subject Matter Expert) which is a
method for evaluating whether the measurement instrument made includes all relevant
aspects or dimensions in the construct to be measured. Expert validation is one of the
techniques used in developing assessment instruments to ensure that the instrument is
valid and reliable in measuring the desired variable (Ayre & Scally, 2014).
The following are the stages in developing an assessment instrument on expert
validation:
The first step in developing an assessment instrument is determining the purpose of
the instrument. What do you want to measure with the instrument? Is it to assess
knowledge, skills, attitudes, or a combination of the three?
Next is to determine the type of assessment instrument to be used. Types of
instruments that can be used include written tests, oral tests, practicum tests, or
observations.
Designing assessment instruments. The design of the assessment instrument
includes the development of questions, instructions, rating scales, and instrument formats.

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 Compile a list of experts who will validate the instrument. The selected expert must
have expertise and experience in the field relevant to the assessment instrument being
made.
The expert will examine the assessment instrument to evaluate the validity,
reliability and suitability of the instrument's objectives.
The validation results will be used to improve and develop the assessment
instrument to achieve the desired quality.
Assessment instruments can be used to assess the competence of a person or group
in a particular field.
In general, this expert validation process can help improve the quality of the
assessment instrument and ensure that the assessment instrument is reliable in measuring
the desired variable. Expert discussions use the Delphi Technique which is a decision-
making method or technique used to gain consensus from a group of experts or experts
in a particular field (Chalmers & Armour, 2019). This technique was first developed by
the Rand Corporation around 1950 as part of a United States military project. The Delphi
process begins with selecting a group of experts or experts who have knowledge and
experience relevant to the topic being discussed. Then, the moderator or facilitator gives
questions related to the topic to the experts. These questions can take the form of
statements or assumptions that must be answered by experts by considering data,
information and their own experiences. After the experts answered the questions, the
results were collected and analyzed by the moderator or facilitator. Furthermore, the
results of this analysis are presented back to the experts in the form of a summary or
report. Experts are then asked to provide additional input or correct the results of the
analysis. This process is carried out repeatedly until the experts reach an agreement or
consensus on the topic being discussed. Delphi techniques are very useful in making
decisions in complex and difficult fields, such as product development, strategic planning,
public policy, and so on. This technique is also used to minimize individual bias in
decision making and improve the accuracy and quality of the resulting decision results.

RESULT AND DISCUSSION

The results of the expert assessment of the items were then processed using the
Lawshe research method, which is one of the methods used to measure the content
validity of a measurement instrument, such as a questionnaire or test (Ayre & Scally,
2014). This method was developed by Lawshe in 1975 and is widely used in various fields
of research. The Lawshe method is carried out by assessing the suitability or relevance of
the items in the instrument with the aim of ensuring that the instrument can accurately
measure the construct you want to measure, the experts assess the suitability or relevance
of each item in the instrument with the construct you want to measure.
Lawshe's validity index ranges between 0 and 1, with a value of 0 indicating that
the item is not relevant and a value of 1 indicating that the item is highly relevant. By
using Lawshe's method, researchers can ensure that the measurement instruments they
develop can accurately measure the constructs they want to measure. CVR is a number
that describes the level of agreement among experts about the existence of instrument
items that are relevant to the construct being measured. CVR is calculated by asking
experts to assess each instrument item whether it is relevant to the construct being
measured or not, with a 3-point scale (1 = irrelevant, 2 = possibly relevant, 3 = very
relevant). After that, CVR is calculated by the formula (n_e - N/2) / (N/2), where n_e is

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the number of experts who agree that the item is relevant and N is the total number of
experts who gave an assessment.
The interpretation of the CVR value is as follows:
CVR = 1: All experts agree that the instrument items are relevant to the construct
being measured.
CVR > 0.5: Most experts agree that the instrument items are relevant to the
construct being measured.
CVR = 0.5: The number of experts who agree and disagree is the same.
CVR < 0.5: Most experts disagree that the instrument items are relevant to the
construct being measured
The development stage of the DDTK Instrument Testing Instrument for Analyzing
Child Brain Development on the NeuroTune Android Application assessment, results
from expert validation (pre-test data) and instrument test results in both limited and
expanded trials. The development of the assessment instrument is intended to prove the
validity and reliability and practicality of the instrument as an assessment tool. The
researcher chose four experts from different viewpoints and with different criteria based
on the wishes of the researchers but homogeneous according to their interests and their
relation to the variables they wish to validate from academics, practitioners, and content,
to find the selected variables.
Based on the results of the analysis of content validity test data, information was
obtained that all items were relevant. After the experts are given the instruments for this
research variable, the results can be tabulated as follows

Summary of POA-based DDTK Instrument Validation Results

Asse Expert
ssme Validator Avera
Averag
No. Rated aspect nt ge per Quality Percentage
e
criter 1 2 3 4 aspect
ia
Aspect
1 1 5 5 4 4 18
compatibility 9 VG 90%
with indicators 2 4 5 4 4 17
Writing
2 3 5 5 4 4 18
4 5 5 4 5 19 8.5 VG 85%
5 4 5 4 5 18
Language
3 6 5 5 5 4 19
7 5 5 4 5 19 8 VG 80%
8 5 4 4 4 17
Interface
4 9 5 5 4 4 18
appearance 8.5 VG 85%
10 5 4 5 4 18
4 4 4 4
Total score 181 44,75 VG 89,5%
8 8 2 3

It appears that the results of the general validation of the four assessors on the
DDTK Instrument Testing Analysis of Child Brain Development on the NeuroTune

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Android Application are seen from the value of expert judgment, which gets the highest
score of 90 in the writing and language aspects.
Some of the main points that became input from the four assessors include:
The procedure for writing language is still imprecise, for example combining or
separating sentences.
Problem number 5 needs a little adjustment to the indicators on the grid
The assignment language in the questions must be clear so that the
respondent/teacher is not confused in working on the questions.
The instrument should measure the specific competencies that are expected to
emerge in the activity being the bait
The assessment rubric is quite clear but it will take a lot of time (time consuming)
to carry out a detailed assessment
Furthermore, the inputs above are used to revise the DDTK Instrument Testing
Instrument for Analyzing Child Brain Development on the NeuroTune Android
Application to be further confirmed again to the validator as the input provider. The final
results of the four expert validations stated that the assessment instrument for the DDTK
Testing Instrument for Analyzing Child Brain Development on the NeuroTune Android
Application was feasible to use.
Content validation using four experts (Lawshe, 1975, p. 568). The CVR value
obtained from each item is 1 and is presented in full in the appendix. The CVI value
obtained from the average CVR is 1. Based on a CVR value that exceeds 0.99, all items
are declared valid (Lawshe, 1975, p. 568) and are suitable for further research.

Average CVR Score for the POA version of the DDTK Instrument
Assessment Expert Validator
No. Rated aspect Average CVR
criteria 1 2 3 4
1 Aspect 1 4 5 4 4 1
compatibility
2 4 5 4 4 1
with indicators
2 Writing 3 3 5 4 5 1
4 4 5 4 3 1
5 4 4 4 5 1
3 Language 6 4 4 4 4 1
7 4 5 4 4 1
8 4 4 4 4 1
4 Interface 9 4 4 4 5 1
appearance 10 3 5 4 5 1
CVI 1

Discussion in the content validation process is carried out using an assessment

instrument that has a CVI (Content Validity Index) value that meets the criteria and CVR
(Content Validity Ratio) which states that the instrument is valid, CVI can be considered
to meet the criteria and is considered a valid method for measuring content validity
measurement or assessment instruments. In addition, CVR is also used to measure content
validity, focusing on the relevance of the item to the measurement objective. A positive

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CVR value indicates that the items in the instrument are relevant and important for
achieving the measurement objectives.

CONCLUSION
The results of this instrument research concluded that DDTK based on brain
function maturity can be used because it is valid and can be a basis for compiling
programs for early childhood towards learning readiness.

BIBLIOGRAPHY
Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio:
Revisiting the original methods of calculation. Measurement and Evaluation in
Counseling and Development, 47(1), 79–86.
https://doi.org/10.1177/0748175613513808
Chalmers, J., & Armour, M. (2019). The delphi technique. In Handbook of Research
Methods in Health Social Sciences (pp. 715–735). Springer Singapore.
https://doi.org/10.1007/978-981-10-5251-4_99
Frankenburg, W. K., Dodds, J. B., & Denver, G. (1967). The Denver Developmental
Screening Test. In The Journal (Vol. 181).
Gracia, A., Mayza, A., Nazihah, U., & Pudjiastuti, H. (2021). Diklat Teknis
Perkembangan Otak Anak Form DDTK Analisa POA. Kementerian Pendidikan dan
Kebudayaan Riset dan Teknologi RI.
Hariyono, R., Kartono, D. E., Emiyati, S., & Tjiptadi. (1987). Denver Developmental
Screening Test on children in the Well-Baby Clinic, Dr. Kariadi Hospital
Semarang, Indonesia. Paediatrica Indonesiana, 27(5–6), 85–92.
http://europepmc.org/abstract/MED/3503973
Kementerian Kesehatan, & Japan International Cooperation Agency. (2020). Buku
Kesehatan Ibu dan Anak. Kementerian Kesehatan RI.
Purwandari, H. (2008). Kebijakan pemerintah dalam pelaksanaan deteksi dini tumbuh
kembang. UNS Repository.
Suyadi. (2016). Perencanaan dan Asesmen Perkembangan Pada Anak Usia Dini Suyadi.
Golden Age Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini,.
Westermann, G., Mareschal, D., Johnson, M. H., Sirois, S., Spratling, M. W., & Thomas,
M. S. C. (2007). Neuroconstructivism. In Developmental Science (Vol. 10, Issue 1,
pp. 75–83). Blackwell Publishing Ltd. https://doi.org/10.1111/j.1467-
7687.2007.00567.x

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ATTACHMENT OF EXPERT SOURCE DATA

Name Position Educational background History Task

Dr. Sukiman Lecturer Director of
Puspojudho, M.Pd Ditbindikkel,
(Early Childhood Ministry of
Education Expert) Education and
Culture of the
Republic of
Indonesia, retired
Dr. Zukhairina, Lector Sarjana Universitas Jambi Jambi University
M.Pd Batang Hari Magister IAIN Sultan
(Early Childhood Archipelago Thaha Saifudin Jambi
Education Expert) Islamic Institute Doktoral Universitas
Jambi
Dr. Rivo Panji Expert Sarjana Universitas Panca Sakti
Yudha, M.Pd Assistant Swadaya Gunung Jati University Bekasi
(Scientific Magister Universitas
Methodology Semarang
Statistician) Doktoral Universitas
Negeri Jakarta
dr. Jimmy Neurologist Pendidikan Spesialis Neurologist at RS.
Alexander, MM, Neurologi di Universitas Columbia Asia
MSc, Sp.N Gadjah Mada Pulomas
(Neurologist) Neurologist at RS.
Pure Teguh
Sudirman
Management of the
Indonesian Sleep
Medicine
Association

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