An Analysis of Gross Motor Test Utilization in Early Childhood Development Assessment in Public Kindergartens of Deli Serdang Regency Roni Sinaga (a*), Jan Bobby Nesra Barus (a), Rizki Ramadhani (a), Artha Mahindra Diputera (a)
a. Universitas Negeri Medan, Jalan Willem Iskandar Pasar V, Medan Estate, Medan 20221, Indonesia
*ronisinaga[at]unimed.ac.id
Abstract
Gross motor development plays a vital role in supporting children^s cognitive, socio-emotional, and communication growth. In public kindergartens across Deli Serdang Regency, gross motor assessments vary widely due to differences in instruments, criteria, and procedures, with most teachers using self-developed tools lacking standardized validity and reliability. This study aims to analyze the use of gross motor tests in early childhood development assessment to identify current practices, challenges, and provide recommendations for more standardized and effective evaluation tools. This study employed a descriptive qualitative approach involving teachers and principals from selected public kindergartens in Deli Serdang Regency, Indonesia. A purposive sampling technique was used to select participants from schools that conduct gross motor skill assessments. Data were collected through in-depth interviews, direct observations of test implementation, and document analysis of assessment records and guidelines. Thematic analysis was applied to identify patterns, variations, and challenges in the use of gross motor tests. The study found that gross motor assessments in public kindergartens across Deli Serdang Regency were conducted regularly with basic procedures in place, yet remained dominated by non-standardized, teacher-modified instruments. While most schools had written guidelines aligned with national indicators (STPPA), teachers^ understanding of validated tools such as TGMD-2, BOT-2, and MABC-2 was limited. Assessments were generally performed individually, following proper procedures, using available facilities, and allowing children multiple attempts, with high levels of enthusiasm and completion rates observed. Results were mostly used for follow-up learning activities, though integration into systematic planning was inconsistent. Key challenges included time constraints, limited infrastructure, and insufficient teacher training, highlighting the need for capacity building, adequate facilities, and adaptation of valid, reliable assessment tools.
Keywords: Gross Motor- Early Childhood Assessment- Standardized Test- Public Kindergarten.
Topic: Economics, Social and Early childhood Education
