Research Article
An Analysis of Gross Motor Test Utilization in Early Childhood Development Assessment in Public Kindergartens of Deli Serdang Regency
@INPROCEEDINGS{10.4108/eai.16-9-2025.2361174, author={Roni Sinaga and Jan Bobby Nesra Barus and Rizki Ramadhani and Artha Mahindra Diputera}, title={An Analysis of Gross Motor Test Utilization in Early Childhood Development Assessment in Public Kindergartens of Deli Serdang Regency}, proceedings={Proceedings of the 7th International Conference on Innovation in Education, Science, and Culture, ICIESC 2025, 16 September 2025, Medan, Indonesia}, publisher={EAI}, proceedings_a={ICIESC}, year={2026}, month={3}, keywords={gross motor development early childhood assessment kindergarten education standardized tests teacher practices}, doi={10.4108/eai.16-9-2025.2361174} }- Roni Sinaga
Jan Bobby Nesra Barus
Rizki Ramadhani
Artha Mahindra Diputera
Year: 2026
An Analysis of Gross Motor Test Utilization in Early Childhood Development Assessment in Public Kindergartens of Deli Serdang Regency
ICIESC
EAI
DOI: 10.4108/eai.16-9-2025.2361174
Abstract
Gross motor development is crucial for children’s cognitive, socio-emotional, and communication growth. This study analyzed the use of gross motor tests in public kindergartens of Deli Serdang Regency, Indonesia, to explore current practices, challenges, and recommendations. Using a descriptive qualitative approach, data were obtained through interviews, observations, and document analysis with purposively selected teachers and principals. Findings revealed that assessments were conducted regularly, yet relied on non-standardized, teacher-modified instruments. Although schools referred to national indicators (STPPA), knowledge of validated tools such as TGMD-2, BOT-2, and MABC-2 was limited. Procedures generally allowed individual testing, multiple attempts, and showed high child engagement. Results supported follow-up learning but were inconsistently integrated into planning. Major challenges included time constraints, inadequate facilities, and insufficient teacher training. The study highlights the need for capacity building, infrastructure support, and adoption of reliable assessment tools.
