Scoping Review: Situational Judgment Test untuk Pengukuran Kompetensi dan Implikasinya bagi Kompetensi Sosial Guru PAUD
Article Sidebar
Main Article Content
Abstract
Kompetensi sosial guru Pendidikan Anak Usia Dini (PAUD) menuntut kemampuan memahami situasi interpersonal dan menentukan respons profesional yang tepat, sementara pengukurannya memerlukan pendekatan yang mampu merepresentasikan kompleksitas situasi kerja. Penelitian ini bertujuan memetakan penggunaan dan pengembangan Situational Judgment Test (SJT) pada guru dan pendidik serta menyintesis implikasinya bagi pengembangan SJT kompetensi sosial guru PAUD. Penelitian menggunakan scoping review dengan kerangka Population, Concept, and Context (PCC) dan pelaporan berdasarkan PRISMA-ScR. Pencarian dilakukan melalui Scopus, Crossref, Google Scholar, GARUDA, dan ERIC. Sebanyak 14 artikel yang memenuhi kriteria dianalisis secara deskriptif dan tematik. Sintesis menghasilkan lima tema utama meliputi karakteristik penelitian SJT, konstruk kompetensi terapan, autentisitas skenario dan konteks budaya, format respons dan skoring, serta validasi psikometrik dan fairness. Temuan utama menunjukkan bahwa kemampuan mendiagnosis situasi dan menentukan respons perlu diperlakukan sebagai kemampuan yang berkaitan tetapi berbeda. Kajian ini merumuskan arsitektur diagnose, respond yang mengintegrasikan konstruk spesifik, skenario autentik, opsi respons plausible, skoring parsial, dan validasi multi-bukti sebagai landasan konseptual dan metodologis pengembangan SJT kompetensi sosial guru PAUD.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
R. Rakhmania, B. P. D. Riyanti, dan M. Purwanti, “Construct Validity and Reliability: Perception of Teacher Competency Scale,” JP3I (Jurnal Pengukuran Psikol. dan Pendidik. Indones., vol. 14, no. 2, hal. 46–74, Nov 2025, doi: 10.15408/jp3i.v14i2.41460.
T. G. Hummel, F. Cohen, J. Gessulat, dan Y. Anders, “Measuring interaction quality between parents and professionals and its relation to preschool characteristics,” Int. J. Educ. Res. Open, vol. 3, hal. 100195, 2022, doi: 10.1016/j.ijedro.2022.100195.
G. Olaru, J. Burrus, C. MacCann, F. M. Zaromb, O. Wilhelm, dan R. D. Roberts, “Situational Judgment Tests as a method for measuring personality: Development and validity evidence for a test of Dependability,” PLoS One, vol. 14, no. 2, hal. e0211884, Feb 2019, doi: 10.1371/journal.pone.0211884.
G. Lozano-Peña, F. Sáez-Delgado, Y. López-Angulo, dan J. Mella-Norambuena, “Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality,” Sustainability, vol. 13, no. 21, hal. 12142, Nov 2021, doi: 10.3390/su132112142.
N. Rahminawati, A. Hakim, A. Sobarna, dan M. Masnipal, “Teaching Competency Development for Early Childhood Education,” in Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019), 2020. doi: 10.2991/assehr.k.200225.063.
L. Halimah, M. S. Yuliariatiningsih, dan Mirawati, “Strategies for optimizing partnership: workshop on teamwork for teachers and parents in early childhood education,” Int. J. Early Years Educ., vol. 34, no. 1, hal. 24–41, Jan 2026, doi: 10.1080/09669760.2023.2299239.
S. Kepes, S. K. Keener, F. Lievens, dan M. A. McDaniel, “An Integrative, Systematic Review of the Situational Judgment Test Literature,” J. Manage., vol. 51, no. 6, hal. 2278–2319, Jul 2025, doi: 10.1177/01492063241288545.
P. Schäpers, S. Krumm, F. Lievens, J. Freudenstein, J. Schulze, dan C. J. König, “Situation Descriptions in Situational Judgment Tests: A Matter of Including Trait‐Relevant Situational Cues?,” Int. J. Sel. Assess., vol. 34, no. 1, hal. 1–17, Feb 2026, doi: 10.1111/ijsa.70032.
K. Aldrup, B. Carstensen, M. M. Köller, dan U. Klusmann, “Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test,” Front. Psychol., vol. 11, no. May, hal. 1–20, Mei 2020, doi: 10.3389/fpsyg.2020.00892.
L. Li, Y. Xi, B. Yu, Z. BeiBei, dan X. Lü, “Pre-service and in-service preschool teachers’ abilities to analyze and respond to children’s preconceptions: evidence from situational judgement tests,” Early Years, hal. 1–17, Nov 2025, doi: 10.1080/09575146.2025.2589471.
L. Li, X. Lv, Y. Xi, dan L. Guo, “Can Preschool Teachers’ Accurate Analysis of the Development Trajectories of Children’s Preconceptions Ensure Their Effective Response? Evidence from Situational Judgement Tests,” Sustainability, vol. 14, no. 18, hal. 11725, Sep 2022, doi: 10.3390/su141811725.
A. I. Nadmilail, M. E. E. Mohd Matore, S. M. Maat, dan L. Sheridan, “Broad vs. narrow traits: a scoping review of measuring personality traits in teacher selection using the situational judgment test,” Front. Psychol., vol. 14, Sep 2023, doi: 10.3389/fpsyg.2023.1217321.
A. C. Tricco et al., “PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation,” Ann. Intern. Med., vol. 169, no. 7, hal. 467–473, Okt 2018, doi: 10.7326/M18-0850.
M. D. J. Peters et al., “Updated methodological guidance for the conduct of scoping reviews,” JBI Evid. Synth., vol. 18, no. 10, hal. 2119–2126, Okt 2020, doi: 10.11124/JBIES-20-00167.
E. du Plooy, D. Casteleijn, dan D. Franzsen, “Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement,” Heliyon, vol. 10, no. 21, hal. e39630, Nov 2024, doi: 10.1016/j.heliyon.2024.e39630.
L. Bardach, J. V. Rushby, dan R. M. Klassen, “The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio‐economic status on situational judgement test performance,” Br. J. Educ. Psychol., vol. 91, no. 3, hal. 1015–1034, Sep 2021, doi: 10.1111/bjep.12405.
Harzing.com, “Publish or Perish.” Tarma Software Research Ltd, 2025. [Daring]. Tersedia pada: https://harzing.com/resources/publish-or-perish/windows
M. A. Sorrel, J. Olea, F. J. Abad, J. de la Torre, D. Aguado, dan F. Lievens, “Validity and Reliability of Situational Judgement Test Scores,” Organ. Res. Methods, vol. 19, no. 3, hal. 506–532, Jul 2016, doi: 10.1177/1094428116630065.
D. A. Kusumaningtyas, Ishafit, M. Fitrianawati, dan E. Kurniasari, “Analysis of Future Physics Teachers Abilities Using STJ and Pedagogical Content Knowledge Approaches,” J. Phys. Conf. Ser., vol. 3139, no. 1, hal. 012098, Nov 2025, doi: 10.1088/1742-6596/3139/1/012098.
C. Koschmieder dan A. C. Neubauer, “Measuring emotion regulation for preservice teacher selection: A theory-driven development of a situational judgment test,” Pers. Individ. Dif., vol. 168, hal. 110363, Jan 2021, doi: 10.1016/j.paid.2020.110363.
T. L. Durksen dan R. M. Klassen, “The development of a situational judgement test of personal attributes for quality teaching in rural and remote Australia,” Aust. Educ. Res., vol. 45, no. 2, hal. 255–276, Apr 2018, doi: 10.1007/s13384-017-0248-5.
W. Al Hashmi dan R. M. Klassen, “Developing a situational judgement test for admission into initial teacher education in Oman: An exploratory study,” Int. J. Sch. Educ. Psychol., vol. 8, no. sup1, hal. 187–198, Des 2020, doi: 10.1080/21683603.2019.1630042.
H. Gupta, B. Carstensen, U. Klusmann, dan N. C. Singh, “Bringing situations to life: Validating the TRUST comic version, a situational judgement test of teachers’ social-emotional competence,” Soc. Emot. Learn. Res. Pract. Policy, vol. 8, hal. 100218, Des 2026, doi: 10.1016/j.sel.2026.100218.
I. Rofiki et al., “Intuisi Logis Mahasiswa PPG Universitas Negeri Malang dalam Menyelesaikan Situational Judgement Test (SJT),” Kogn. J. Ris. HOTS Pendidik. Mat., vol. 4, no. 3, Sep 2024, doi: 10.51574/kognitif.v4i3.1936.
J. Starčević, A. Altaras Dimitrijević, dan Z. Jolić Marjanović, “Validating a situational judgment test of intercultural competence for use with education professionals,” Int. J. Sch. Educ. Psychol., vol. 11, no. 2, hal. 180–192, Apr 2023, doi: 10.1080/21683603.2022.2069619.
L. Bardach, J. V. Rushby, L. E. Kim, dan R. M. Klassen, “Using video- and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions,” Eur. J. Work Organ. Psychol., vol. 30, no. 2, hal. 251–264, Mar 2021, doi: 10.1080/1359432X.2020.1736619.
O. Ezra, D. Avidov, G. Cohen, A. Cohen, dan A. Bronshtein, “Teachers’ self-regulated learning: Situational judgment test finds cognitive skills outperform motivational skills,” Teach. Teach. Educ., vol. 176, hal. 105506, Jul 2026, doi: 10.1016/j.tate.2026.105506.
T.-Y. Chao, Y.-T. Sung, dan J.-L. Huang, “Construction of the situational judgment tests for teachers,” Asia-Pacific J. Teach. Educ., vol. 48, no. 4, hal. 355–374, Agu 2020, doi: 10.1080/1359866X.2019.1633621.
A. A. Grant, L. Jeon, dan C. K. Buettner, “Chaos and commitment in the early childhood education classroom: Direct and indirect associations through teaching efficacy,” Teach. Teach. Educ., vol. 81, hal. 50–60, Mei 2019, doi: 10.1016/j.tate.2019.02.010.