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All Journal ETNOSIA : Jurnal Etnografi Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Academia Open Jurnal Riset Pendidikan Dasar (JRPD) Tafkir: Interdisciplinary Journal of Islamic Education Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) Jurnal Pengabdian Papua Ta'dib J-DEPACE (Journal of Dedication to Papua Community) Jurnal Pengabdian Masyarakat Journal of Innovative and Creativity J-Abdimas Cenderawasih Jurnal Pendidikan Progresif
Ali, Aisyah
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Development and Validation of the Affiliation–Interpersonal Skills Questionnaire (AIS-Q) for Culturally Responsive Science Learning in Pre-Service Elementary Teachers Ali, Aisyah; Bektiarso, Singgih; Walukow, Auldry Fransje; Narulita, Erlia; Kadir, Akhmad
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13064

Abstract

This study addresses the need for culturally responsive science learning in elementary teacher education by developing and empirically examining Affiliation–Interpersonal Skills (AKI), comprising affiliation motivation and interpersonal skills, within an ethnoscience learning context. Using a cross-sectional design, the study involved 50 prospective elementary teachers from a public university in Papua, Indonesia, most of whom were from disadvantaged, frontier, and outermost areas. Content validity was evaluated by five experts using the Content Validity Index, while item performance and internal consistency were examined through descriptive statistics, corrected item–total correlations, and reliability analysis. The results showed that the AKI instrument demonstrated strong content validity (most items I-CVI ≥ 0.78; S-CVI/Ave ≥ 0.90) and satisfactory reliability (subscale and total coefficients ≥ 0.70). Empirically, participants exhibited generally moderate to high affiliation motivation, reflecting a strong tendency toward collaboration and social connectedness, while interpersonal skills varied across individuals, particularly in empathic communication and conflict management. Based on these patterns, three AKI profiles were identified, indicating differentiated training needs in ethnoscience-based science learning. These findings suggest that AKI is a measurable and meaningful construct for mapping prospective teachers’ social–interpersonal readiness and for informing targeted interventions to strengthen culturally responsive science instruction.
Co-Authors Akhmad Kadir Andi Subhan Amir, Andi Subhan Candra Aeni Chelsi Yuliana S Elieser Kulimbang Erlia Narulita Fredrik Sokoy HERU SUBRATA Hidayah, Hidayah Judijanto, Loso Kaigere, Daud Korwa, Lofsten Festus Maniboey, Lidwina C. Marsuki Marsuki, Marsuki Pawennari Hijjang Poli, Agustina Ivonne Ramadhania, Fanesa Rina Pebriana, Rina Ristiani , Ria Ristiani Ria Ristiani, Ria Rusli, Tiffany Shahnaz S, Chelsi Yuliana Singgih Bektiarso siti mudrikah Sukmawati sukmawati Sumawan, Sumawan Suwita, Suwita Tey, Kristianti Usman Idris Walukow, Auldry Fransje Wasito Wasito Yuliana, Chelsi