AbstrakPenelitian ini bertujuan untuk mengembangkan konstrak skala pengukuran keterampilan sosial siswa sekolah dasar inklusif berbasis diversity awareness. Langkah penelitian adalah eksplorasi konstrak keterampilan sosial melalui kajian pustaka dan FGD dan mengonstruksi aspek dan indikator untuk menjadi rancangan skala perilaku Likert. Subjek penelitian adalah 15 guru kelas dari SD inkusif. Hasil penelitian menunjukkan aspek keterampilan sosial berdasarkan diversity awareness yang berhasil dirumuskan tujuh (7) aspek, meliputi kemampuan empati (32,4%), komunikasi dan interaksi sosial (28,9%), mengendalikan agresi (10,8%), sikap terbuka (8,8%), perilaku membantu (8,3%), kemampuan memahami diri (6,9%), dan perilaku mau belajar (3,9%). Rancangan instrumen pengukuran skala keterampilan sosial siswa SD inklusif berbasis diversity awareness terdiri dari indikator-indikator yang ditetapkan berdasarkan proporsi persentase kemunculan masing-masing aspek. Aspek kemampuan empati memiliki 15 indikator, komunikasi dan interaksi sosial 13 indikator, mengendalikan agresi 5 indikator, sikap terbuka 4 indikator, perilaku membantu 4 indikator, memahami diri 3 indikator, dan perilaku mau belajar 2 indikator. Total indikator berjumlah 46 yang menjadi item pada alat ukur yang dihasilkan.Kata Kunci: diversity awareness, keterampilan sosial, pengukuran perilaku. THE DEVELOPMENT OF SOCIAL SKILLS MEASUREMENT OF PRIMARY SCHOOL INCLUSIVE STUDENT BASED ON DIVERSITY AWARENESS Abstract

Developing students' social skills in inclusive schools becomes an important study because of the diverse situation mainly due to students with special needs there and it could be reference of social skills expected by students and become a measure of program success. Previous research has found 46 items of Social Skills Scales based on Diversity Awareness for Elementary School Students (S3DAESS): empathy (15 items), communication and social interaction (13 items), controlling aggression (5 items), open minded (4 items), helping behaviors (4 items), self-understanding (3 items), and learning behavior (2 items). This study aims to establish validity and reliability of S3DAESS. Respondents were 256 students from 13 schools. 12.5% (49) respondents are students with special needs. The scale for each respondent was filled by the teacher. Data analysis through Confirmatory Factor Analysis (CFA) method using statistics with SPSS software. The result shows all items fulfill validity coefficient (≥is 0.40). The smallest coefficient of item is 0.406 (realizing selfstrengths and weakness) and the biggest is 0.845 (interacting without distinguishing non-physical special needs of friends). Invalids items (loading factor of <0.50) found are apologizing, showing good response to friends, working with special needs friends, collaborating; not avoiding teachers or other adults, good speaking or behaving, offering help, and realizing selfstrengths and weakness). Scale reliability test shows a very high consistency or reliability (alpha coefficient of 0.975 (> 0.6)). The norm tests establish the standard norm for scale: <92 indicate low social skills categories; 92-138 medium; and >138 high