International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol 17 No 05 (2023) Paper—E-Assessment: Character of Students in Elementary School E-Assessment: Character of Students in Elementary School https://doi.org/10.3991/ijim.v17i05.34205 Asrial(), Syahrial, Dwi Agus Kurniawan, Rahmat Perdana, Rizka Octavia Sandra Faculty of Teacher Training and Education, Universitas Jambi, Jambi, Indonesia asrial@unja.ac.id Abstract—This study aims to determine the teacher's response to the use of e-assessment of character in elementary school students; knowing the results of the assessment of the character of love for the homeland, tolerance, and disci- pline; comparing the results of character assessment in three schools, knowing the validity and feasibility of e-character assessment. This research is a research & development research using quantitative data and qualitative data. The re- search sample consisted of 55 elementary school students obtained by purpos- ive sampling technique. The data collection technique uses a love of the home- land, tolerance, and discipline questionnaire. Analysis of quantitative data using descriptive statistics and inferential statistics in the form of one-way ANOVA test, post-hoc further test in the form of Tukey HSD test and qualitative data us- ing the Miles and Huberman technique. The results showed that teachers have a very good response to the use of e-assessment. The developed e-assessment product is in the very good category so it is feasible to use. Keywords—e-assessment, characters, primary school 1 Introduction At this time, human daily life cannot be separated from the rapid development of digital technology. The rapid development of digital technology has also penetrated into the realm of education [1-2]. The advent of digital technology has become a for- midable challenge for the realm of education [3-5]. To overcome these challenges, the education sector must begin to adjust educational strategies to the rapid development of digital technology at this time [6-7]. The rapid development of digital technology today has had a lot of influence on the realm of education [8-10]. The influence given by digital technology is not only positive, but also negative [11-12]. With this influ- ence, educators must be ready to assist students in utilizing digital technology [13- 15]. Digital technology does not only allow the transfer of knowledge. Digital tech- nology also facilitates collaborative learning. Collaborative to help create and provide ease of understanding between teachers and students [16-18]. With digital technology, it will make it easier for all human activities to access all information [19-21]. The digital technology that can be used in the re2alm of education is e-assessment. iJIM ‒ Vol. 17, No. 05, 2023 117 https://doi.org/10.3991/ijim.v17i05.34205 mailto:example@example.org Paper—E-Assessment: Character of Students in Elementary School Currently, teachers are in an era of digitalization that is so sophisticated and rapidly developing. All educational activities are inseparable from the use of digital technolo- gy [22-23]. In the teaching and learning process in schools, the very important thing to do is assessment [24-25]. At this time there are still many teachers who use the conventional assessment system. Assessment with the conventional system is argua- bly less effective in its use [26-27]. There is a need for updating the assessment sys- tem that utilizes digital technology in the process [28-29]. The existence of a digital assessment system will create a more accurate and time efficient assessment system [30-32]. The digital technology that teachers can use in conducting the assessment is using e-assessment technology [33-34]. E-assessment is a digital technology that refers to the assessment process [35-37]. This e-assessment technology is a forum for learning and assessment process activities [38-39]. The existence of e-assessment technology will facilitate the work of teachers in conducting assessments [40-42]. Digital e-assessment technology will greatly help teachers in the realm of education. This is supported by the rapid development of digital technology at this time [43-44]. E-assessment technology can also provide feedback quickly and accurately [45-47]. That way, teachers will be able to save time in conducting assessments, and students will get their results in real time [48-49]. Therefore, digital e-assessment technology can be used as a technology that can be used by teachers in conducting the assessment process in schools. In the realm of education, the main component that supports all activities in the ed- ucational process is assessment. Assessment using digital e-assessment technology provides its own benefits in supporting all learning activities [50-52]. With the e- assessment, it will support and facilitate teachers in assessing student character [53- 55]. Character assessment using e-assessment provides so many benefits [56-57]. One of the benefits of using this e-assessment is that it can save time and avoid excessive paper wastage [58-60]. Then the use of e-assessment makes students and teachers interact with each other without having to meet [61-63]. Furthermore, e-assessment technology will be able to store data automatically and permanently [64-65]. That way, teachers don't have to worry if student data will be lost [66-67]. So, it can be said that the application of digital e-assessment technology provides a lot of conven- ience and helps teachers in conducting character assessments in the process of learn- ing activities. Character is an embodiment of controlled behavior; with this it is necessary to know how the competence of the embodiment of the character is. The character val- ues possessed by students are the character of love for the homeland, tolerance, and discipline [68-71]. In order for the character of love for the homeland, tolerance, and discipline to be manifested, a character assessment in the form of e-assessment is needed [72-75]. Using e-assessment will help teachers in assessing the character of patriotism, tolerance, and student discipline. With that, it will create the character of love for the homeland, tolerance, and discipline of students in the process of learning activities [76-79]. From the explanation above, it can be said that with the existence of digital e-assessment technology, it is very necessary in the realm of education [80- 83]. E-assessment can be used as an assessment of the character of love for the home- land, tolerance, and student discipline and can also be used as a place to find out how 118 http://www.i-jim.org Paper—E-Assessment: Character of Students in Elementary School the character of love for the homeland, tolerance, and discipline possessed by students during the learning process takes place. The development of character assessment using digital e-assessment technology has been widely used in various studies. The research shows that character education is emphasized on values that need to be understood and applied by students which include a sense of responsibility and discipline [84]. Then, the research conducted where his research showed that by using e-assessment in conducting character as- sessments, the results of the student character test showed a good response [85]. Fur- thermore, explains that the character possessed by students can affect the activities of the learning process in schools [86]. Furthermore, where in his research an assessment of student character was carried out using e-assessment as a forum for assessing the character possessed by students [87]. Apart from Indonesia, character assessment has been widely studied in various countries. Research explains that students in India are instilled character values but due to the lack of teacher knowledge in identifying the character values possessed by students, there are still students who have minimal character values [88]. Then, the showed that the character assessment of students in New York still uses the conven- tional method, where in this case the teacher has difficulty in assessing the character possessed by students [89]. Furthermore, shows that there are still many students in Africa who experience minimal character values due to the difficulty of teachers in conducting these character assessments [90]. From previous research that has discussed character to the use of digital e- assessment technology, it can be seen that there are still a lot of studies that use con- ventional methods in conducting character assessments. Yet at this time, digital tech- nology has developed very rapidly. With this, it is necessary to evaluate the assess- ment system in schools in assessing the character of love for the homeland, tolerance, and discipline possessed by students. During the teaching and learning process at school. E-assessment technology will greatly assist teachers in assessing the character of love for the homeland, tolerance, and discipline possessed by students at school. 2 Method In this research, the type of research used is development research. The develop- ment carried out is to make an electronic assessment in the form of an e-assessment. The research design used in this development is R&D (Research and Development) using the ADDIE model. The ADDIE development model is a development model that can make products in the education sector more systematic [91-93]. The ADDIE development model consists of 5 main stages, namely: Analysis, Design, Develop- ment, Implementation and Evaluation [94-96]. The ADDIE model is an implementa- tion of an approach that can be used in a more effective and efficient assessment and teaching design process [97-99]. ADDIE consists of 5 stages, namely Analysis, De- sign, Development, Implementation and Evaluation [100-101]. The method used in this research is to use the explanatory mix method, where this method prioritizes quantitative and qualitative data to support the results of quantitative data. iJIM ‒ Vol. 17, No. 05, 2023 119 Paper—E-Assessment: Character of Students in Elementary School In this e-assessment development research, the product to be developed only reaches the implementation stage. This is because at the implementation stage the objectives of this development research have been met. The initial stage in this re- search is to conduct a needs analysis first by conducting literature analysis and inter- views. For the second stage, namely the design stage, where the researcher designs how the product will be developed according to the needs of the product itself. In the product development stage, an expert validation test is carried out to test the product validity. After the product is valid, it then enters the implementation stage where the product is applied to students and at this stage an assessment of the character of love for the homeland, tolerance, and student discipline is carried out using digital e- assessment technology. Fig. 1. Stages ADDIE This study also uses quantitative data and qualitative data. Quantitative data comes from character assessment and validation of media experts, while qualitative data comes from user responses. The instrument used in this study aims to determine how the results of the assessment of the character of love for the homeland, tolerance, and discipline of students towards e-assessment-based character assessment in schools. The questionnaire grid for the character of love for the homeland, tolerance, and dis- cipline is shown in the Table 1. Table 1. Character questionnaire grid Variable Sub Variable Items Love the homeland Loyalty to the country 1, 2, 3, 4 Deep feeling towards the ground blood spilled 5, 6, 7, 8 Awareness of a calling for country 9, 10 Open 11, 12 Feeling as one nation 13, 14 Loyalty to the country 15, 16 Recognizing diversity 17, 18 120 http://www.i-jim.org Paper—E-Assessment: Character of Students in Elementary School Agreement to live together 19 The same hope in the past will come 20 Feeling in the same boat 21 Tolerance Care 1, 2, 3 Fearlessness 4, 5 Love 6, 7, 8 Respect each other 9, 10 Appreciate the differences of others 11 Appreciate yourself 12, 13 Appreciate the kindness of others 14, 15 Open 16 Receptive 17 Comfort and life 18, 19 Comfort with others 20, 21 Discipline Time discipline 1, 2, 3, 4, 5, 6, 7 Discipline enforces the rules 8, 9, 10, 11, 12 Attitude discipline 13, 14, 15, 17 Discipline of worship 18, 19, 20, 21 As for validating the product, a media expert validation questionnaire was used, where the media expert validation questionnaire was adapted from the research of which contained 35 statements with 5 Likert scales [102], while the grid from the media expert validation questionnaire can be seen in Table 2. Table 2. Media expert grid Variable Indicator Items Functionality 1. Suitability 2. Accuracy 3. Fulfillment 3, 7, 8, 9 4, 5, 6 1, 2 Reliability 1. Maturity 2. Fault Tolerance 3. Recovery 15, 16 10, 11, 12 13, 14 Usability 1. Ability to understand 2. Ability to learn 3. Operation 18, 19, 20, 23 26, 27 17, 21, 22, 24, 25 Efficiency 1. Time 2. Real Time 3. Resource 28, 29 31, 32, 34 30, 33, 35 After the expert validation questionnaire is collected, the results from the validator for media validation will be obtained according to the variables that have been in accordance with the grid. Then, qualitative data were obtained from interviews with teachers as users of the developed e-assessment. The population in this study were all students at SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian. The sample in the study consist- ed of high grades, namely grades four, five, and six at SD Negeri 034/I Teratai as iJIM ‒ Vol. 17, No. 05, 2023 121 Paper—E-Assessment: Character of Students in Elementary School many as 55 students, at SD Negeri 045I Sridadi 58 students, and at SD Negeri 064/I Muara Bulian as many as 61 students obtained using purposive sampling technique. For the selection of samples using purposive sampling, namely a sampling technique that goes through certain stages of consideration and then selected through the con- sideration of researchers that the sample is a source that provides quality information. By using purposive sampling technique, researchers will get data that is suitable for research purposes. Interviews were conducted with teachers as e-assessment users in the three elementary schools in Muara Bulian. The interview used is a structured in- terview using open-ended questions. The researcher proposed several questions to see how the teacher responded regarding the application of e-assessment-based student discipline character assessment. The results of the interviews are intended to strength- en the results of the responses provided by the users which were collected based on the questionnaire. After obtaining the results of the questionnaire, then the results of the questionnaire were analyzed using descriptive and inferential data. Descriptive data is a way to collect data and has a relationship about decomposing and providing information about data. With this, descriptive can serve to explain the state of the data, descriptive itself consists of the mean, median, mode, maximum, and minimum frequencies. Frequency is a series of numerical data based on their quantity and quality which are arranged sequentially [103]. The mean is the average value of the data to see how the overall data lies [104-105]. The median is the middle value of the data after the data is sorted and the average when viewed from its location in the data sequence [106-107]. The mode is the value that occurs most often [108]. The maximum value is the high- est value while the minimum value is the lowest value from the data that has been obtained [109-110]. Inferential data management techniques consist of hypothesis testing. Before carry- ing out the hypothesis, the data that has been obtained should be tested for require- ments by testing for normality and homogeneity. After testing the data prerequisites, the next step is to test the hypothesis using the ANOVA test. After that, qualitative data was collected through interviews which were used to complement and strengthen the quantitative data. The data that has been obtained from the results of interviews and literature studies are then analyzed using the Miles & Huberman model analysis technique. Fig. 2. Data collection procedure Needs analysis through interviews and literature studies Development of web-based assessments Product validated Web tested on groups Data collected Analyze data 122 http://www.i-jim.org Paper—E-Assessment: Character of Students in Elementary School 3 Result E-assessment was developed to measure character specifically for the character of love for the homeland, tolerance, and discipline has been tested in three different elementary schools. Data analysis of the research conducted examined the results of student character assessment when using e-assessment using descriptive statistics. The description of students' love for the homeland when using e-assessment is shown in Table 3. Table 3. Description of the character of love for the homeland School Category f % Mean Median Mode Min Max SD Negeri 034/I Teratai Very Bad 0 0 89.11 90 91 76 101 Bad 0 0 Enough 0 0 Good 20 36.4 Very Good 35 63.6 SD Negeri 045I Sridadi Very Bad 0 0 87.22 88 89 73 95 Bad 0 0 Enough 0 0 Good 30 51.7 Very Good 28 48.3 SD Negeri 064/I Muara Bulian Very Bad 0 0 86.28 87 86 73 92 Bad 0 0 Enough 0 0 Good 43 70.5 Very Good 18 29.5 Table 3 shows the character of love for the homeland when using e-assessment in three elementary schools. SD Negeri 034/I Teratai got as many as 35 students with a percentage of 63.6% in the very good category and as many as 20 students with a percentage of 36.4% in the good category. Then the mean is 89.11, the median is 90, the mode is 91, the minimum score is 76, and the maximum score is 101. Further- more, SD Negeri 045I Sridadi got 30 students with a percentage of 51.7% in the good category and 28 students with a percentage of 48.3% are in the very good category. Then the mean is 87.22, the median is 88, the mode is 89, the minimum score is 73, and the maximum score is 95. Furthermore, SD Negeri 064/I Muara Bulian got 43 students with a percentage of 70.5% in the good category and 18 students with a percentage of 29.5% in the very good category. Then the mean is 86.28, the median is 87, the mode is 86, the mini- mum score is 73, and the maximum score is 92. The description of students' tolerance character when using e-assessment is shown in Table 4. iJIM ‒ Vol. 17, No. 05, 2023 123 Paper—E-Assessment: Character of Students in Elementary School Table 4. Description of tolerance character School Category f % Mean Median Mode Min Max SD Negeri 034/I Teratai Very Bad 0 0 87.15 87 86 75 100 Bad 0 0 Enough 0 0 Good 37 67.3 Very Good 18 32.7 SD Negeri 045I Sridadi Very Bad 0 0 88.41 89 89 74 95 Bad 0 0 Enough 0 0 Good 21 36.2 Very Good 37 63.8 SD Negeri 064/I Muara Bulian Very Bad 0 0 86.05 87 88 70 93 Bad 0 0 Enough 2 3.3 Good 41 67.2 Very Good 18 29.5 Table 4 shows the character of tolerance when using e-assessment in three elemen- tary schools. SD Negeri 034/I Teratai got 37 students with a percentage of 67.3% in the good category and 18 students with a percentage of 32.7% in the very good cate- gory. Then the mean is 87.15, the median is 87, the mode is 86, the minimum score is 75, and the maximum score is 100. Furthermore, SD Negeri 045I Sridadi got 37 stu- dents with a percentage of 63.8% in the very good category and 21 students with a percentage of 36.2% are in the good category. Then the mean is 88.41, the median is 89, the mode is 89, the minimum score is 74, and the maximum score is 95. Furthermore, SD Negeri 064/I Muara Bulian got 41 students with a percentage of 67.2% in the good category, 18 students with a percentage of 29.5% in the very good category, and 2 students with a percentage of 3.3% in the sufficient category. Then the mean is 86.05, the median is 87, the mode is 88, the minimum score is 70, and the maximum score is 93. The description of students' discipline character when using e- assessment is shown in Table 5. Table 5. Discipline character description School Category f % Mean Median Mode Min Max SD Negeri 034/I Teratai Very Bad 0 0 87.60 87 86 76 102 Bad 0 0 Enough 0 0 Good 36 65.5 Very Good 19 34.5 SD Negeri 045I Sridadi Very Bad 0 0 85.88 86 85 71 95 Bad 0 0 Enough 1 1.7 124 http://www.i-jim.org Paper—E-Assessment: Character of Students in Elementary School Good 36 62.1 Very Good 21 36.2 SD Negeri 064/I Muara Bulian Very Bad 0 0 89.20 89 88 70 97 Bad 0 0 Enough 1 1.6 Good 29 47.5 Very Good 31 50.8 Table 5 shows the character of discipline when using e-assessment in three elemen- tary schools. SD Negeri 034/I Teratai got as many as 36 students with a percentage of 65.5% in the good category and as many as 19 students with a percentage of 34.5% in the very good category. Then the mean is 87.60, the median is 87, the mode is 86, the minimum score is 76, and the maximum score is 102. Furthermore, SD Negeri 045I Sridadi got 36 students with a percentage of 62.1% in the good category and 21 stu- dents with a percentage of 36.2% are in the very good category. Then the mean is 85.88, the median is 86, the mode is 85, the minimum score is 71, and the maximum score is 95. Furthermore, SD Negeri 064/I Muara Bulian got as many as 31 students with a percentage of 50.8% in the very good category, as many as 29 students with a per- centage of 47.5% in the good category, and 1 student with a percentage of 1.6% in the sufficient category. Then, the mean is 89.20, the median is 89, the mode is 88, the minimum score is 70, and the maximum score is 97. Then, the researchers conducted prerequisite tests in the form of a normality test (to determine whether the data is normally distributed or not) and a homogeneity test (to determine whether the data is normally distributed or not). some populations have the same variance or not). Nor- mality test and homogeneity test are prerequisite tests to be able to perform the ANOVA test. The results of the normality test are shown in Table 6. Table 6. Normality test results Character School Statistic df Sig. Love the homeland SD Negeri 034/I Teratai .102 55 .103 SD Negeri 045I Sridadi .106 58 .091 SD Negeri 064/I Muara Bulian .109 61 .081 Tolerance SD Negeri 034/I Teratai .112 55 .079 SD Negeri 045I Sridadi .104 58 .098 SD Negeri 064/I Muara Bulian .107 61 .088 Discipline SD Negeri 034/I Teratai .105 55 .093 SD Negeri 045I Sridadi .108 58 .083 SD Negeri 064/I Muara Bulian .096 61 .200 Based on the analysis of the data in Table 6, it can be seen that the data are normal- ly distributed in all characters and all elementary schools which are the research loca- tions with the basis for making decisions, namely the significance value > 0.05. Then, the results of the homogeneity test are shown in Table 7. iJIM ‒ Vol. 17, No. 05, 2023 125 Paper—E-Assessment: Character of Students in Elementary School Table 7. Homogeneity test results Character Levene Statistic df1 df2 Sig. Love the homeland 1.767 2 171 .174 Tolerance 1.013 2 171 .197 Discipline 1.173 2 171 .181 Based on the analysis of the data in Table 7, it can be seen that the significance value (Sig.) of the love for the homeland character in SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian is 0.174. Because the value of Sig 0.174 > 0.05, as the basis for decision making in the homogeneity test, it can be concluded that the variance of the data on the character of love for the homeland in the three schools is the same or homogeneous. Then, the significance value (Sig.) of the tolerance character at SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian is 0.197. Because the value of Sig 0.197 > 0.05, as the basis for decision making in the homogeneity test, it can be concluded that the vari- ance of the tolerance character data in the three schools is the same or homogeneous. The significance value (Sig.) of the discipline character at SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian is 0.181. Because the value of Sig 0.181 > 0.05, as the basis for decision making in the homogeneity test, it can be concluded that the variance of the data on the character of discipline in the three schools is the same or homogeneous. After the data is normally distributed and ho- mogeneous, a hypothesis test is carried out, namely the ANOVA test. The results of the ANOVA test can be observed in Table 8. Table 8. One way ANOVA test results Character Sum of Squares Df Mean Square F Sig. Homeland love Between Groups 237.783 2 118.892 5.119 .007 Within Groups 3971.694 171 23.226 Total 4209.477 173 Tolerance Between Groups 166.357 2 83.179 3.461 .034 Within Groups 4109.758 171 24.034 Total 4276.115 173 Discipline Between Groups 327.212 2 163.606 6.660 .002 Within Groups 4200.995 171 24.567 Total 1528.207 173 Table 8 shows the results of the oneway ANOVA test for the characters of love for the homeland, tolerance and discipline. On the character of love for the homeland, obtained a significance value (Sig.) of 0.007. Because the value of Sig 0.007 < 0.05, as the basis for decision making in the one way ANOVA test, it can be concluded that the average results of the character of love for the homeland at SD Negeri 034/I Tera- tai, SD Negeri 045I Sridadi, and SD Negeri 064/I Muara Bulian are significantly different significant. On the character of tolerance, obtained a significance value 126 http://www.i-jim.org Paper—E-Assessment: Character of Students in Elementary School (Sig.) of 0.034. Because the Sig value is 0.034 < 0.05, as the basis for decision mak- ing in the one way ANOVA test, it can be concluded that the average results of toler- ance characters at SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, and SD Negeri 064/I Muara Bulian are significantly different. On the character of discipline, obtained a significance value (Sig.) of 0.0027. Be- cause the value of Sig 0.002 < 0.05, as the basis for decision making in the one way ANOVA test, it can be concluded that the average results of discipline characters at SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, and SD Negeri 064/I Muara Bulian are significantly different. Furthermore, to find out which schools have a significant average difference in the use of e-assessment to measure character, further testing is needed. Further testing can be done by post hoc test with Tukey HSD test. The results of the Tukey HSD love for the homeland character are shown in Table 9. Table 9. Tukey HSD test results homeland love character Multiple Comparisons Tukey HSD (I) School (J) Scholl Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound SDN 034/I Teratai SDN 045I Sridadi 1.885 .907 .097 -.26 4.03 SDN 064/I Muara Bulian 2.830* .896 .005 .71 4.95 SDN 045I Sridadi SDN 034/I Teratai -1.885 .907 .097 -4.03 .26 SDN 064/I Muara Bulian .945 .884 .534 -1.14 3.04 SDN 064/I Muara Bulian SDN 034/I Teratai -2.830* .896 .005 -4.95 -.71 SDN 045I Sridadi -.945 .884 .534 -3.04 1.14 Table 9 shows the results of the post hoc follow-up test for the character of love for the homeland which was carried out through the Tukey HSD test. Based on the table above, the average difference in the character of love for the homeland is between SD Negeri 034/I Teratai and SD Negara 064/I Muara Bulian. This is indicated by the average difference of 2,830. Then, the significance value (Sig.) of the two elementary schools is 0.005 < 0.05. So, it can be concluded that the average difference in the character of love for the homeland when using e-assessment is found in SD Negeri 034/I Teratai and SD Negara 064/I Muara Bulian are significantly different. In addi- tion, the asterisk in the results of the average difference also indicates that the two have a significant average difference. Furthermore, the results of the Tukey HSD tolerance character test are shown in Table 10. iJIM ‒ Vol. 17, No. 05, 2023 127 Paper—E-Assessment: Character of Students in Elementary School Table 10. Tukey HSD test results tolerance character Multiple Comparisons Tukey HSD (I) School (J) Scholl Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound SDN 034/I Teratai SDN 045I Sridadi -1.268 .923 .356 -3.45 .91 SDN 064/I Muara Bulian 1.096 .912 .456 -1.06 3.25 SDN 045I Sridadi SDN 034/I Teratai 1.268 .923 .356 -.91 3.45 SDN 064/I Muara Bulian 2.365* .899 .025 -.24 4.49 SDN 064/I Muara Bulian SDN 034/I Teratai -1.096 .912 .453 -3.25 1.06 SDN 045I Sridadi -2.365* .899 .025 -4.49 -.24 Table 10 shows the results of the post hoc follow-up test for tolerance characters carried out through the Tukey HSD test. Based on the table above, there are differ- ences in the average tolerance character between SDN 045I Sridadi and SD Negara 064/I Muara Bulian. This is indicated by the average difference of 2.365. Then, the significance value (Sig.) of the two elementary schools is 0.025 < 0.05. So, it can be concluded that the difference in the average tolerance character when using e- assessment is significantly different at SDN 045I Sridadi and SD Negara 064/I Muara Bulian. In addition, the asterisk in the results of the average difference also indicates that the two have a significant average difference. Furthermore, the results of the Tukey HSD disciplinary character test are shown in Table 11. Table 11. Tukey HSD test results character discipline Multiple Comparisons Tukey HSD (I) School (J) Scholl Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound SDN 034/I Teratai SDN 045I Sridadi 1.721 .933 .158 -.48 3.93 SDN 064/I Muara Bulian -1.597 .922 .196 -3.78 .58 SDN 045I Sridadi SDN 034/I Teratai -1.721 .933 .158 -3.93 .48 SDN 064/I Muara Bulian -3.317* .909 .001 -5.47 -1.17 SDN 064/I Muara Bulian SDN 034/I Teratai 1.597 .922 .196 -.58 3.78 SDN 045I Sridadi 3.317* .909 .001 1.17 5.47 Table 11 shows the results of the post hoc follow-up test for disciplined characters carried out through the Tukey HSD test. Based on the table above, there are differ- ences in the average disciplinary character between SDN 045I Sridadi and SD Negara 064/I Muara Bulian. This is indicated by the average difference of 3,317. Then, the significance value (Sig.) of the two elementary schools is 0.001 < 0.05. So, it can be 128 http://www.i-jim.org Paper—E-Assessment: Character of Students in Elementary School concluded that the difference in the average discipline character when using e- assessment at SD Negeri 034/I Teratai and SD Negara 064/I Muara Bulian is signifi- cantly different. In addition, the asterisk in the results of the average difference also indicates that the two have a significant average difference. Furthermore, to determine the validity of the developed character e-assessment, it is necessary to do a product validation test. Product validation tests are carried out by experts to assess the products developed so that later the product is ready for use. The product validation test results are shown in Table 12. Table 12. Product validation test results No. Assessment Aspect Validators I Validators II Mean Percentage Category Mean Percentage Category 1. Functionality 3.44 86% Very Good 3.33 83.33% Very Good 2. Reliability 3.33 83.33% Very Good 3.14 78.57% Good 3. Usability 3.28 82% Very Good 3.40 85% Very Good 4. Efficiency 3.20 80% Good 3.33 83.33% Very Good Overall average 3.31 82.90% Very Good 3.30 82.56% Very Good Table 12 shows the results of product validation by validator I and validator II. It is known that the results of the assessment by validator I obtained an overall average score of 3.31 or 82.90% which is in the very good category so that the product is declared valid. The aspect of assessment with the highest score is the aspect of func- tionality with an average score of 3.44 or 86%, then followed by the aspect of reliabil- ity with an average score of 3.33 or 83.33%. The usability aspect gets an average score of 3.28 or 82% and the usability aspect gets an average score of 3.20 or 80%. Based on the average score of each aspect, three of the four aspects of the assessment are in the very good category. Furthermore, it is known that the results of the assessment by validator II the over- all average score is 3.30 or 82.56% which is in the very good category so that the product is declared valid. The aspect of the assessment with the highest score is the usability aspect with an average score of 3.40 or 85%, then followed by the efficiency aspect and the functionality aspect with an average score of 3.33 or 83.33%. The reliability aspect obtained an average score of 3.14 or 78.57%. Based on the average score of each aspect, three of the four aspects of the assessment are in the very good category. The results of the e-assessment product to measure the character of elemen- tary school students are shown in Table 13 [111-112]. Table 13. Student character assessment results No. Name NIS Religious Honest Tolerance Score Category Score Category Score Category 1. Amelia 1111 4.34 Very good 4.71 Good 4.28 Good 2. Ardi 1112 3.93 Good 4.5 Very good 4.33 Very good 3. Dilla 1113 4.59 Very good 4.5 Very good 4.74 Very good iJIM ‒ Vol. 17, No. 05, 2023 129 Paper—E-Assessment: Character of Students in Elementary School Descriptive tests that have been carried out on data on the character of love for the homeland, tolerance, and discipline at SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian were analyzed by comparing the percentages obtained by students based on predetermined criteria so that they can a conclusion is drawn. The description of the character of love for the homeland in SD Negeri 034/I Teratai found that 63.6% or as many as 35 students were in the very good category. At SD Negeri 045I Sridadi obtained a percentage of 51.7% or as many as 30 students were in the good category. In SD Negeri 064/I Muara Bulian, the percentage of 70.5% or 43 students is in the good category. Then, SD Negeri 034/I Teratai obtained the highest love for the country with an average of 89.11, SD Negeri 045I Sridadi was in second place with an average of 87.22, and SD Negeri 064/I Muara Bulian got third place with an average - an average of 86.28. Description of the character of tolerance in SD Negeri 034/I Teratai obtained that 67.3% or as many as 37 students are in the good category. At SD Negeri 045I Sridadi obtained a percentage of 63.8% or as many as 37 students were in the very good cate- gory. In SD Negeri 064/I Muara Bulian, the percentage is 67.2% or 41 students are in the good category. Then, SD Negeri 045I Sridadi obtained the highest tolerance char- acter results with an average of 88.41, SD Negeri 034/I Teratai was in second place with an average of 87.15, and SD Negeri 064/I Muara Bulian got third place with an average of 86.05. The description of the character of discipline in SD Negeri 034/I Teratai found that 65.5% or as many as 36 students were in the good category. At SD Negeri 045I Sridadi obtained a percentage of 62.1% or as many as 36 students were in the good category. In SD Negeri 064/I Muara Bulian, the percentage of 50.8% or as many as 31 students is in the very good category. Then, SD Negeri 064/I Muara Bu- lian obtained the highest discipline character results with an average of 89.20, SD Negeri 034/I Teratai was in second place with an average of 87.60, and SD Negeri 045I Sridadi was ranked third with an average of 85.88. Prerequisite tests were also carried out in this study, namely normality test and homogeneity test. The normality test carried out on the character of love for the homeland showed that SD Negeri 034/I Teratai obtained a Sig. of 0.103, SD Negeri 045I Sridadi obtained a Sig. of 0.091, and SD Negeri 064/I Muara Bulian obtained a Sig. of 0.081. So, the character of love for the homeland in the three schools is nor- mally distributed with a significance value of > 0.05. The normality test carried out on the tolerance character showed that SD Negeri 034/I Teratai obtained a Sig. of 0.079, SD Negeri 045I Sridadi obtained a Sig. of 0.098, and SD Negeri 064/I Muara Bulian obtained a Sig. of 0.088. So, the tolerance character in the three schools is normally distributed with a significance value > 0.05. Then, the normality test conducted on the discipline character showed that SD Negeri 034/I Teratai obtained a Sig. of 0.093, SD Negeri 045I Sridadi obtained a Sig. of 0.083, and SD Negeri 064/I Muara Bulian obtained a Sig. of 0.200. So, the character of love for the homeland in the three schools is normally distributed with a significance value of > 0.05. In addition, the data in this study also went through a homogeneity test. Homoge- neity test on the character of love for the homeland shows the value of Sig. of 0.174. Because the value of Sig. > 0.05 then the variance of data on the character of love for the homeland at SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I 130 http://www.i-jim.org Paper—E-Assessment: Character of Students in Elementary School Muara Bulian is the same or homogeneous. Furthermore, the tolerance character shows the value of Sig. of 0.197. Because the value of Sig. > 0.05 then the variance of tolerance character data at SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian is the same or homogeneous. Discipline character shows the value of Sig. of 0.181. Because the value of Sig. > 0.05 then the variance of the discipline character data at SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian is the same or homogeneous. Furthermore, because the two prerequisite tests have been met, a hypothesis test will be carried out, namely the ANOVA test. The ANOVA test in this study was conducted with the aim of comparing the aver- age values for the character variables of love for the homeland, tolerance, and disci- pline in the three schools that were the research locations, namely SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I. Bulian Estuary. On the character of love for the homeland obtained a significance value (Sig.) of 0.007. Because the value of Sig. < 0.05 then the average result of patriotism in SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian has a significant difference. On the character of tolerance obtained a significance value (Sig.) of 0.034. Because the value of Sig. < 0.05 then the average result of tolerance character in SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian has a significant difference. In the discipline character, the significance value (Sig.) is 0.002. Because the value of Sig. < 0.05 then the average result of discipline character in SD Negeri 034/I Teratai, SD Negeri 045I Sridadi, SD Negeri 064/I Muara Bulian has a signifi- cant difference. The significant mean differences between the three schools in the characteristics of love for the homeland, tolerance, and discipline can be analyzed in more detail. A more detailed analysis aims to find out which schools have significant- ly different averages. This significant difference can be observed in more detail through a post hoc follow-up test in the form of the Tukey HSD test. The Tukey HSD test that was carried out showed that the average difference in the results of the love for the homeland character when using e-assessment was found in SD Negeri 034/I Teratai and SD Negara 064/I Muara Bulian. This is indicated by the acquisition of a significance value (Sig.) of 0.005 < 0.05. The average difference obtained is 2,830. Based on the average results of the love for the homeland character, SD Negeri 034/I Teratai obtained an average of 89.11 which is the highest average. Meanwhile, SD Negeri 064/I Muara Bulian obtained an average of 86.28 which is the lowest average of the three schools that were the research locations. The highest and lowest average gains are the determining factors for the two schools to have a signifi- cant average difference. The character of students' tolerance when using e-assessment was found at SD Negeri 045I Sridadi and SD Negara 064/I Muara Bulian. This is indicated by the acquisition of a significance value (Sig.) of 0.025 < 0.05. The average difference obtained is 2,365. Based on the average results of the love for the homeland character, SD Negeri 045I Sridadi obtained an average of 88.41 which is the highest average. Meanwhile, SD Negeri 064/I Muara Bulian obtained an average of 86.05 which is the lowest average of the three schools that became the research location. The highest and lowest average gains are the determining factors for the two schools to have a signifi- iJIM ‒ Vol. 17, No. 05, 2023 131 Paper—E-Assessment: Character of Students in Elementary School cant average difference. The discipline character of students when using e-assessment was found at SD Negeri 045I Sridadi and SD Negara 064/I Muara Bulian. This is indicated by the acquisition of a significance value (Sig.) of 0.001 < 0.05. The aver- age difference obtained is 3,317. Based on the average results of the love for the homeland character, SD Negeri 064/I Muara Bulian obtained an average of 89.20 which is the highest average. While SD Negeri 045I Sridadi obtained an average of 85.88 which is the lowest average of the three schools that were the research location. The highest and lowest average gains are the determining factors for the two schools to have a significant average difference. The e-assessment developed to measure the character of love for the homeland must go through a product validation test before it can be used in the assessment pro- cess. The product validation test was carried out by two media expert validators. The results of the assessment by validator I obtained an overall average score of 3.31 with a percentage of 82.90% which was in the very good category so that the e-assessment product of the love for the homeland character that was developed could be declared valid. Aspects of the assessment of functionality obtained an average score of 3.44 with a percentage of 86%. The reliability aspect obtained an average score of 3.33 with a percentage of 83.33%. The usability aspect obtained an average score of 3.28 with a percentage of 82%. The efficiency aspect obtained an average score of 3.20 with a percentage of 80%. Based on the average score for each of these aspects, three of the four aspects of the assessment are in the very good category. Thus, the results of product validation by validator I get very good results. The results of the assessment by validator II obtained an overall average score of 3.30 with a percentage of 82.56% which was in the very good category so that the e- assessment product of the love for the homeland character developed was declared valid. The functionality aspect got an average score of 3.33 with a percentage of 83.33%. The reliability aspect obtained an average score of 3.14 with a percentage of 78.57%. The usability aspect obtained an average score of 3.40 with a percentage of 85%. The efficiency aspect obtained an average score of 3.33 with a percentage of 83.33%. Based on the average score for each of these aspects, three of the four as- pects of the assessment are in the very good category. Thus, the results of product validation by validator I and validator II get very good results so that the e-assessment product for the love of the homeland character can already be used for the process of assessing the love of the homeland character in schools. The use of e-assessment to measure the character of love for the homeland, toler- ance, and discipline will bring up the teacher's response as the user of the e- assessment. The teacher gave a positive response regarding the application of e- assessment in assessing the character of patriotism, tolerance, and discipline. Through interviews conducted, the results of the interviews are shown as follows. • “I really like the appearance of the developed e-assessment because it is very at- tractive when used.” • “The use of e-assessment made me interested in filling out questionnaires and made it very easy for me to enter student character data. • “The features available in the e-assessment are very easy to use.” 132 http://www.i-jim.org Paper—E-Assessment: Character of Students in Elementary School • “This e-assessment is better than conventional assessments that use paper because there is no need to print an assessment sheet each time you make an assessment.” • “There is a guide to using the e-assessment either in pdf or video form, making it easier for me to learn how to use the e-assessment.” • “The application of e-assessment which is used to measure the character of love for the homeland, tolerance, and discipline is very helpful for teachers in making as- sessments because it provides very detailed and real time data processing results.” Many researches on character assessment have been carried out, which explains the development of character assessment instruments with the aim of developing students' character in biology subjects [113]. Furthermore explains the importance of prospec- tive teachers to be able to implement character education in schools because character education will be able to lift and improve the morale of the nation's successors so it is very necessary to implement character education [114]. Explains the effectiveness of authentic assessment in evaluating the character of students at the elementary school level where with this assessment the teacher will be able to improve the character of students [115]. Which explains that student achievement at school is related to the character of the students themselves besides that character will also affect the daily behavior of a student and is more related than the character of high school students [116]. Examined the character of a high school student can be measured using a web assessment and in using this website is also influenced by the student's own response with the aim of the website being to facilitate teachers in assessing the character of high school students [117]. 4 Conclusion In this study, research was conducted to find out how the teacher's response to the use of character e-assessment was for elementary school students; knowing the results of the assessment of the character of love for the homeland, tolerance, and discipline; knowing the comparison of the results of the character assessment in three schools, knowing the validity and feasibility of the character e-assessment. Users (teachers) have a very good response to the application of e-assessment which is used to meas- ure the character of love for the homeland, tolerance, and discipline in elementary schools. In the data for the character of love for the homeland, the highest average score is at SD Negeri 034/I Teratai, which is 89.11. On the character of tolerance, the highest average score was at SD Negeri 045I Sridadi at 88.41. On the character of discipline, the highest average score was at SD Negeri 064/I Muara Bulian at 89.20. Schools that have differences in the average results of patriotism when using e- assessment are found in SD Negeri 034/I Teratai and SD Negara 064/I Muara Bulian. Schools that have differences in the average results of tolerance characters when us- ing e-assessment are found at SDN 045I Sridadi and SD Negara 064/I Muara Bulian. Schools that have differences in the average results of disciplined characters when using e-assessment are found in SD Negeri 034/I Teratai and SD Negara 064/I Muara Bulian. iJIM ‒ Vol. 17, No. 05, 2023 133 Paper—E-Assessment: Character of Students in Elementary School 5 References [1] Maison1, Hidayat, Kurniawan, D. 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The Effectivity of Authentic Assessment Based Character Education Evaluation Model. TEM Journal, 7(3). [116] Jeynes, W. H. (2019). A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681 [117] Tanti, T., Darmaji, D., Astalini, A., Kurniawan, D.A., Iqbal, M. (2021). Analysis of User Responses to the Application of Web-Based Assessment on Character Assessment. Journal of Education Technology, 5(3). https://doi.org/10.23887/jet.v5i3.33590 6 Authors Asrial is professor in the study of indigenous knowledge chemical field. Chemistry Education Program, Universitas Jambi, Jalan Raya Jambi - Ma. Bulian, KM 15, Men- dalo Indah, Jambi, 36361, Indonesia. Asrial is the chair of the research group ethno- constructivism and that group is aimed at analyzing all the values of local wisdom to serve as a medium and source of learning (Email: asrial@unja.ac.id). Syahrial is an associate professor in the study of indigenous knowledge language and linguistic field. Syahrial is a member of the research group ethnoconstructivism and works at the Elementary Teaching and Education Program, Universities Jambi, Jalan Raya Jambi - Ma. Bulian, KM 15, Mendalo Indah, Jambi, 36361, Indonesia (Email: syah-rial.karea@gmail.com). Dwi Agus Kurniawan is a lecturer and member of the ASPS Research Group (At- titudes Towards Physics and Science Processing Skills). Physics Education Program, Universitas Jambi, Jalan Raya Jambi - Ma. Bulian, KM 15, Mendalo Indah, Jambi, 36361, Indonesia. His research interest includes E-Assessment and Evaluation espe- cially in Attitudes Towards Physics and Processing of Science Skills (Email: dwiagus.k@unja.ac.id). Rahmat Perdana is a postgraduate student and member of Group Research ASPS (Attitude Towards Physics and Science Processing Skills). Science Education Pro- gram, Universitas Jambi, Jalan Raya Jambi – Ma. Bulian, KM 15, Mendalo Indah, Jambi, 36361, Indonesia. His research interest includes E-Assessment and Evaluation especially in Attitude Towards Physics and Science Processing Skills (Email: rah- mat260997@gmail.com). Rizka Octavia Sandra is physics education students. Science Education Program, Universitas Jambi, Jalan Raya Jambi – Ma. Bulian, KM 15, Mendalo Indah, Jambi, 36361, Indonesia. His research interests include E-Assessment and Evaluation espe- cially on misconceptions and Science Processing Skills (Email: rizkaoctaviasan- dra@gmail.com). Article submitted 2022-07-25. Resubmitted 2022-12-31. Final acceptance 2022-12-31. Final version published as submitted by the authors. 142 http://www.i-jim.org https://doi.org/10.1177/0013124517747681 https://doi.org/10.23887/jet.v5i3.33590 mailto:syah-rial.karea@gmail.com mailto:dwiagus.k@unja.ac.id mailto:rah-mat260997@gmail.com mailto:rah-mat260997@gmail.com