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<![CDATA[Efek ukuran sampel pada parameter GRM yang didasarkan pada korelasi inter item ]]>
<![CDATA[Hari Purnomo Susanto]]>;
<![CDATA[Heri Retnawati]]>;
<![CDATA[Farida Agus Setiawati]]>
<![CDATA[ Measurement In Educational Research Vol 2, No 1 (2022) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/meter.v2i1.171
<![CDATA[Teori respon butir memiliki banyak kelebihan Ketika digunakan untuk menentukan karateristik butir instrumen jika ukuran sampel yang digunakan besar. Sebaliknya, jika ukuran sampel kecil IRT memiliki kecenderunga kurang akurat dalam menentukan karakteristik suatu instrumen. Penelitian ini bertujuan untuk menentukan efek ukuran sampel pada GRM yang didasarkan pada data awal yang memiliki korelasi inter item yang sama secara statistik. Penelitian ini merupakan penelitian simulasi yang didasarkan pada data empiris. Data skunder dari 43 responden digunakan sebagai data awal. Akurasi efek dari ukuran sampel baru dihitung dengan menggunakn RMSE dan koelasi. Teknik membangkitkan data yang digunakan yaitu metode multivariat variabel random diskrit. perangkat lunak R. Hasil penelitian menunjukkan nilai RMSE berkisar 0,6 > 0,33 dan korelasi sekitar 0,5 < 0,7 tidak memenuhi standar akurasi.. Dapat disimpulkan bahwa ukuran sampel dengan matriks korelsi yang sama, tidak memiliki efek pada parameter GRM dan data baru yang dihasilkan tidak dapat digunakan untuk pemulihan parameter GRM The effect of sample size on GRM parameters based on the correlation between items Abstract: Item response theory has many advantages in determining the instrument's item characteristics when the sample size used is large. On the other hand, if the sample size is small, the IRT tends to be less accurate in determining an instrument. This study aims to determine the effect of sample size on GRM based on the inter-item correlation matrix of initial data. This research was conducted on simulation research based on empirical data. Secondary data from 43 respondents was used as initial data. The effect accuracy of the new sample size was calculated using RMSE and correlation. The data generation method used was the multivariate method of discrete random variables. The results show that the RMSE value is around 0.6 > 0.33, and the correlation of about 0.5 < 0.7 did not meet the standard of accuracy. It could be concluded that the sample size with the same inter-item correlation matrix has no effect on the GRM parameters, and the new data generated couldn’t be used for GRM parameter recovery.]]>
<![CDATA[Perbandingan metode Skala Thurstone dalam mengukur kompetensi kepribadian guru ]]>
<![CDATA[Rosid Bahar]]>;
<![CDATA[Farida Agus Setiawati]]>;
<![CDATA[Asep Sutarji]]>;
<![CDATA[Opik Hidayat]]>;
<![CDATA[Nanong Sudarna]]>
<![CDATA[ Measurement In Educational Research Vol 1, No 2 (2021) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/meter.v1i2.162
<![CDATA[Tujuan penelitian ini adalah untuk membandingkan akurasi hasil penskalaan instrumen kompetensi kepribadian guru pada tipe thrustone menggunakan metode interval tampak setara dan interval sukesif. Pendekatan pada penelitian ini menggunakan kuantitaif deskriptif. Subjek penelitian yaitu 62 guru di Kabupaten Tasikmalaya dengan karakteristik tingkat mengajar yang berbeda. Instrumen pengukur Kompetensi kepribadian guru diadaptasi dari artikel sebelumnya yang telah diuji validitas dan reliabiltasnya. Teknik analisis data yang digunakan yaitu menentukan Nilai S dan Q pada skala thrustone, kemudia diuji reliabilitas baru menggunakan persamaan KR 20 dan standar kesalahan pengukuran menggunakan teori tes klasik. Hasil analisis skala thrustone menggunakan nilai S dan Q menunjukkan bahwa terdapat 10 butir pernyataan yang dibuang dan terjadi perubahan urutan butir pada metode interval tampak setara dan interval sukesif. Hasil uji reliabilitas baru untuk metode interval tampak setara didapatkan nilai estimasi koefisien sebesar 0,83 dengan standar kesalahan pengukuran sebesar 1,49, sedangkan reliabilitas untuk interval sukesif sebesar 0,83 dengan standar kesalahan pengukuran sebesar 2,57. Hasil-hasil analisis pada setiap langkah menunjukkan bahwa skor hasil penskalaan pada metode interval tampak setara akan berbeda dengan metode interval berurutan.Kata Kunci: Penskalaan, thrustone, kompetensi kepribadian guru Comparison of the Thurstone Scale method in measuring teacher personality competence Abstract: The purpose of this study was to compare the accuracy of the results of scaling the teacher's personality competency instrument on the Thurstone type using the seemingly equivalent and successive interval methods. The approach in this study uses descriptive quantitative. The research subjects were 62 teachers in Tasikmalaya Regency with different teaching level characteristics. The instrument for measuring teacher personality competence was adapted from the previous article, which had been tested for validity and reliability. The data analysis technique used was to determine the S and Q values on the Thurstone scale, then tested the new reliability using the KR 20 equation and the standard error of measurement using the classical test theory. The results of the Thurstone scale analysis using the values of S and Q indicate that there are ten items of statements that are discarded, and there is a change in the order of the items in the interval method that looks equal and successive intervals. The results of the new reliability test for the interval method seem equivalent. The estimated coefficient value is 0.83 with a standard error of measurement of 1.49, while the reliability for successive intervals is 0.83 with a standard error of measurement of 2.57. The results of the analysis at each step show that the score of the results of the scaling on the interval method looks equal will be different from the sequential interval method.]]>
<![CDATA[Efek summated rating scale pada instrumen Community of Inquiry dalam pembelajaran daring selama masa pandemi ]]>
<![CDATA[Mobinta Kusuma]]>;
<![CDATA[Insih Wilujeng]]>;
<![CDATA[Purwo Susongko]]>;
<![CDATA[Farida Agus Setiawati]]>;
<![CDATA[Chokchai Yuenyong]]>
<![CDATA[ Measurement In Educational Research Vol 3, No 1 (2023) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/meter.v3i1.232
<![CDATA[Pandemi Covid 19 telah memberikan dampak yang signifikan terhadap revolusi dunia pendidikan. Perubahan yang massif terjadi pada dunia pendidikan dengan peralihan pembelajaran tatap muka ke dalam pembelajaran online sebagai upaya pencegahan penyebaran infeksi Covid 19. Penelitian ini bertujuan untuk melakukan analisis efek summated rating scale pada analisis faktor eksploratori instrumen Community of Inquiry (CoI). Penelitian ini merupakan penelitian expost facto dengan jenis deskriptif eksploratif kuantitatif. Data merupakan data sekunder dan diperoleh melalui laman http://data.mendeley.com. Kontributor data berasal dari Divisi Ilmu Pengetahuan, Teknik dan Studi Kesehatan, Sekolah Tinggi Profesi dan Berkelanjutan Pendidikan, Universitas Politeknik Hong Kong. Responden yang berpartisipasi dalam penelitian merupakan mahasiswa D3 Ilmu Teknik dan Bisnis sebanyak 212 orang. Analisis efek metode Summated Rating Scaling dengan transformasi data yang kemudian dilanjutkan analisis faktor eksploratori instrumen Community of Inquiry (CoI) pada data sebelum dan sesudah transformasi. Analisis data dilakukan dengan menggunakan program R. Hasil penelitian menunjukkan bahwa tidak terjadi perbedaan yang signifikan pada hasil EFA pada data Instrumen CoI sebelum dan sesudah transformasi dengan metode Summated Rating Scaling. Penelitian ini berkontribusi terhadap implementasi praktek penskalaan data kuantitatif dalam penelitian pengukuran. Effects of Summated Rating Scale on Community of Inquiry instrument in online learning during the pandemic Abstract: The Covid 19 pandemic has significantly impacted the revolution in education. Massive changes occur in the world of education with the transition of face-to-face learning to online learning as an effort to prevent the spread of Covid 19 infection. This study aims to analyze the effect of a summated rating scale on exploratory factor analysis of Community of Inquiry (CoI) instruments. This research is an ex-post facto research with quantitative explorative, descriptive type. Data is secondary data and obtained through the page http://data.mendeley.com. Data contributors came from the Division of Science, Engineering and Health Studies, College of Professional and Continuing Education, Hong Kong Polytechnic University. Respondents who participated in the study were 212 D3 Engineering and Business Science students. Analysis of the effects of the Summated Rating Scaling method with data transformation which is then followed by exploratory factor analysis of the Community of Inquiry (CoI) instrument on the data before and after transformation. Data analysis was carried out using the R program. The results showed that there was no significant difference in the EFA results on the CoI Instrument data before and after transformation with the Summated Rating Scaling method. This research contributes to the implementation of quantitative data scaling practices in measurement research.]]>
<![CDATA[Rating Scale Model: Self-evaluation mahasiswa melalui pembelajaran online ]]>
<![CDATA[Gaspersz, Magy]]>;
<![CDATA[Setiawati, Farida Agus]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ Measurement In Educational Research Vol 3, No 2 (2023) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/meter.v3i2.242
<![CDATA[Penelitian ini bertujuan untuk mengukur self-evaluation mahasiswa pendidikan matematika terhadap materi perkuliahan analsis real melalui pembelajaran online. Penelitian ini menggunakan pendekatan kuantitatif dengan pengambilan sampel berdasarkan pertimbangan tertentu (purposive sampling) yaitu mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Pattimura yang mengikuti mata kuliah analisis real sebanyak 106 responden. Data diperoleh dengan menyebarkan angket self evaluation melalui google form dan berupa angket respon dengan metode skala Likert. Analisis awal dilakukan untuk mengetahui validitas dan reliabilitas instrumen melalui perhitungan Exploratory Factor Analysis (EFA) untuk mengetahui validitas konstruk instrumen dan Cronbach’s Alpha untuk mengetahui reliabilitas. Selanjutnya dilakukan analisis Item Response Teory (IRT) politomus Rating Scale Model (RSM) untuk mengukur self-evaluation mahasiswa. Hasil analisis EFA menggunakan program R menghasilkan 7 faktor laten dari 30 item indikator dengan nilai Kaiser-Meyer-Olkin (KMO) adalah 0. 79 dan MSA tiap item menunjukkan hasil > 0.5, loading faktor tiap item > 0.3 dan estimasi reliabilitas 0.877. Hasil perhitungan IRT politomus RSM menunjukkan model fit untuk setiap item dan diperoleh hasil IIF = 94.99%, TIF = 94.89%. Kategori respon mahasiswa untuk self evaluation terhadap materi perkuliahan analisis real melalui pembelajaran online dengan θ = -1.55 sampai 1.89 yaitu kategori mudah, sedang dan sulit. Berdasarkan hasil analisis maka instrumen dapat digunakan untuk mengukur self evaluation. Penelitian ini berkonstribusi terhadap implementasi praktek penskalaan pada instrumen penelitian pengukuran data kuantitatif. Rating Scale Model: Student self-evaluation through online learning Abstract: This study aims to measure the self-evaluation of mathematics education students on real analysis lecture material through online learning. This research uses a quantitative approach with sampling based on certain considerations (purposive sampling), namely student of Mathematics Education Study Program, FKIP Pattimura University who take real analysis courses as many as 106 respondents. Data was obtained by distributing self-evaluation questionnaires through google form and in the form of a response questionnaire with the Likert scale method. Initial analysis was carried out to determine the validity and reliability of the instrument through the calculation of Exploratory Factor Analysis (EFA) to determine the construct validity of the instrument and Cronbach's Alpha to determine reliability. Furthermore, Item Response Theory (IRT) analysis of the polytomus Rating Scale Model (RSM) was carried out to measure student self-evaluation. The results of the EFA analysis using the R program resulted in 7 latent factors from 30 indicator items with a Kaiser-Meyer-Olkin (KMO) value of 0. 79 and MSA for each item showing results > 0.5, factor loading for each item > 0.3 and a reliability estimate of 0.877. The results of the RSM polynomial IRT calculation show a fit model for each item and the results obtained IIF = 94.99%, TIF = 94.89%. Student response categories for self-evaluation of real analysis lecture material through online learning with θ = -1.55 to 1.89 are easy, moderate and difficult categories. Based on the results of the analysis, the instrument can be used to measure self-evaluation. The research contributes to implementation of scaling practices in quantitative data measurement research instruments. ]]>
<![CDATA[Content validity and reliability of instruments for evaluating culinary skills teaching factory programs ]]>
<![CDATA[Niza, Niza]]>;
<![CDATA[Istiyono, Edi]]>;
<![CDATA[Setiawati, Farida Agus]]>;
<![CDATA[Sumin, Sumin]]>
<![CDATA[ Measurement In Educational Research Vol 3, No 2 (2023) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/meter.v3i2.239
<![CDATA[This research aims to develop an evaluation instrument for the teaching factory (TEFA) program for culinary expertise competence at SMKN 6 Yogyakarta. Instruments developed based on the CIPP evaluation model (Context, Input, Process, Product). Research methods using instrument development stages refer to test development procedures according to Oriondo & Dallo-Antonio: (1) test design, (2) trials, (3) determination of validity, and (4) determination of reliability. The sample used was 120 class XI Culinary students for the academic year 2023/2024 in the environment of SMKN 6 Yogyakarta. Polytome data were analyzed with the Partial Credit Model using the Quest program. The results showed that as many as ten items of evaluation instruments fit with the model. The reliability value of the instrument is 0.78. This means that the reliability of the instrument is in the high category. The results of content and construct validation state that all items (16 items) are suitable to be used to evaluate the culinary competence teaching factory (coffee shop) program at SMKN 6 Yogyakarta.  ]]>
<![CDATA[Efek summated rating scale pada instrumen Community of Inquiry dalam pembelajaran daring selama masa pandemi ]]>
<![CDATA[Kusuma, Mobinta]]>;
<![CDATA[Wilujeng, Insih]]>;
<![CDATA[Susongko, Purwo]]>;
<![CDATA[Setiawati, Farida Agus]]>;
<![CDATA[Yuenyong, Chokchai]]>
<![CDATA[ Measurement In Educational Research Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/meter.v3i1.232
<![CDATA[Pandemi Covid 19 telah memberikan dampak yang signifikan terhadap revolusi dunia pendidikan. Perubahan yang massif terjadi pada dunia pendidikan dengan peralihan pembelajaran tatap muka ke dalam pembelajaran online sebagai upaya pencegahan penyebaran infeksi Covid 19. Penelitian ini bertujuan untuk melakukan analisis efek summated rating scale pada analisis faktor eksploratori instrumen Community of Inquiry (CoI). Penelitian ini merupakan penelitian expost facto dengan jenis deskriptif eksploratif kuantitatif. Data merupakan data sekunder dan diperoleh melalui laman http://data.mendeley.com. Kontributor data berasal dari Divisi Ilmu Pengetahuan, Teknik dan Studi Kesehatan, Sekolah Tinggi Profesi dan Berkelanjutan Pendidikan, Universitas Politeknik Hong Kong. Responden yang berpartisipasi dalam penelitian merupakan mahasiswa D3 Ilmu Teknik dan Bisnis sebanyak 212 orang. Analisis efek metode Summated Rating Scaling dengan transformasi data yang kemudian dilanjutkan analisis faktor eksploratori instrumen Community of Inquiry (CoI) pada data sebelum dan sesudah transformasi. Analisis data dilakukan dengan menggunakan program R. Hasil penelitian menunjukkan bahwa tidak terjadi perbedaan yang signifikan pada hasil EFA pada data Instrumen CoI sebelum dan sesudah transformasi dengan metode Summated Rating Scaling. Penelitian ini berkontribusi terhadap implementasi praktek penskalaan data kuantitatif dalam penelitian pengukuran. Effects of Summated Rating Scale on Community of Inquiry instrument in online learning during the pandemic Abstract: The Covid 19 pandemic has significantly impacted the revolution in education. Massive changes occur in the world of education with the transition of face-to-face learning to online learning as an effort to prevent the spread of Covid 19 infection. This study aims to analyze the effect of a summated rating scale on exploratory factor analysis of Community of Inquiry (CoI) instruments. This research is an ex-post facto research with quantitative explorative, descriptive type. Data is secondary data and obtained through the page http://data.mendeley.com. Data contributors came from the Division of Science, Engineering and Health Studies, College of Professional and Continuing Education, Hong Kong Polytechnic University. Respondents who participated in the study were 212 D3 Engineering and Business Science students. Analysis of the effects of the Summated Rating Scaling method with data transformation which is then followed by exploratory factor analysis of the Community of Inquiry (CoI) instrument on the data before and after transformation. Data analysis was carried out using the R program. The results showed that there was no significant difference in the EFA results on the CoI Instrument data before and after transformation with the Summated Rating Scaling method. This research contributes to the implementation of quantitative data scaling practices in measurement research.]]>
<![CDATA[Content validity and reliability of instruments for evaluating culinary skills teaching factory programs ]]>
<![CDATA[Niza, Niza]]>;
<![CDATA[Istiyono, Edi]]>;
<![CDATA[Setiawati, Farida Agus]]>;
<![CDATA[Sumin, Sumin]]>
<![CDATA[ Measurement In Educational Research Vol. 3 No. 2 (2023) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/meter.v3i2.239
<![CDATA[This research aims to develop an evaluation instrument for the teaching factory (TEFA) program for culinary expertise competence at SMKN 6 Yogyakarta. Instruments developed based on the CIPP evaluation model (Context, Input, Process, Product). Research methods using instrument development stages refer to test development procedures according to Oriondo & Dallo-Antonio: (1) test design, (2) trials, (3) determination of validity, and (4) determination of reliability. The sample used was 120 class XI Culinary students for the academic year 2023/2024 in the environment of SMKN 6 Yogyakarta. Polytome data were analyzed with the Partial Credit Model using the Quest program. The results showed that as many as ten items of evaluation instruments fit with the model. The reliability value of the instrument is 0.78. This means that the reliability of the instrument is in the high category. The results of content and construct validation state that all items (16 items) are suitable to be used to evaluate the culinary competence teaching factory (coffee shop) program at SMKN 6 Yogyakarta.  ]]>
<![CDATA[Rating Scale Model: Self-evaluation mahasiswa melalui pembelajaran online ]]>
<![CDATA[Gaspersz, Magy]]>;
<![CDATA[Setiawati, Farida Agus]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ Measurement In Educational Research Vol. 3 No. 2 (2023) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
Show Abstract
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DOI: 10.33292/meter.v3i2.242
<![CDATA[Penelitian ini bertujuan untuk mengukur self-evaluation mahasiswa pendidikan matematika terhadap materi perkuliahan analsis real melalui pembelajaran online. Penelitian ini menggunakan pendekatan kuantitatif dengan pengambilan sampel berdasarkan pertimbangan tertentu (purposive sampling) yaitu mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Pattimura yang mengikuti mata kuliah analisis real sebanyak 106 responden. Data diperoleh dengan menyebarkan angket self evaluation melalui google form dan berupa angket respon dengan metode skala Likert. Analisis awal dilakukan untuk mengetahui validitas dan reliabilitas instrumen melalui perhitungan Exploratory Factor Analysis (EFA) untuk mengetahui validitas konstruk instrumen dan Cronbach’s Alpha untuk mengetahui reliabilitas. Selanjutnya dilakukan analisis Item Response Teory (IRT) politomus Rating Scale Model (RSM) untuk mengukur self-evaluation mahasiswa. Hasil analisis EFA menggunakan program R menghasilkan 7 faktor laten dari 30 item indikator dengan nilai Kaiser-Meyer-Olkin (KMO) adalah 0. 79 dan MSA tiap item menunjukkan hasil > 0.5, loading faktor tiap item > 0.3 dan estimasi reliabilitas 0.877. Hasil perhitungan IRT politomus RSM menunjukkan model fit untuk setiap item dan diperoleh hasil IIF = 94.99%, TIF = 94.89%. Kategori respon mahasiswa untuk self evaluation terhadap materi perkuliahan analisis real melalui pembelajaran online dengan θ = -1.55 sampai 1.89 yaitu kategori mudah, sedang dan sulit. Berdasarkan hasil analisis maka instrumen dapat digunakan untuk mengukur self evaluation. Penelitian ini berkonstribusi terhadap implementasi praktek penskalaan pada instrumen penelitian pengukuran data kuantitatif. Rating Scale Model: Student self-evaluation through online learning Abstract: This study aims to measure the self-evaluation of mathematics education students on real analysis lecture material through online learning. This research uses a quantitative approach with sampling based on certain considerations (purposive sampling), namely student of Mathematics Education Study Program, FKIP Pattimura University who take real analysis courses as many as 106 respondents. Data was obtained by distributing self-evaluation questionnaires through google form and in the form of a response questionnaire with the Likert scale method. Initial analysis was carried out to determine the validity and reliability of the instrument through the calculation of Exploratory Factor Analysis (EFA) to determine the construct validity of the instrument and Cronbach's Alpha to determine reliability. Furthermore, Item Response Theory (IRT) analysis of the polytomus Rating Scale Model (RSM) was carried out to measure student self-evaluation. The results of the EFA analysis using the R program resulted in 7 latent factors from 30 indicator items with a Kaiser-Meyer-Olkin (KMO) value of 0. 79 and MSA for each item showing results > 0.5, factor loading for each item > 0.3 and a reliability estimate of 0.877. The results of the RSM polynomial IRT calculation show a fit model for each item and the results obtained IIF = 94.99%, TIF = 94.89%. Student response categories for self-evaluation of real analysis lecture material through online learning with θ = -1.55 to 1.89 are easy, moderate and difficult categories. Based on the results of the analysis, the instrument can be used to measure self-evaluation. The research contributes to implementation of scaling practices in quantitative data measurement research instruments. ]]>
<![CDATA[Uji validitas instrumen penilaian karakter siswa SD dengan CFA dan Aiken’s V ]]>
<![CDATA[Nugraheni, Benedicta Rani]]>;
<![CDATA[Widihastuti, Widihastuti]]>;
<![CDATA[Setiawati, Farida Agus]]>
<![CDATA[ Measurement In Educational Research Vol. 5 No. 1 (2025) ]]>
Publisher : <![CDATA[Research and Social Study Institute ]]>
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DOI: 10.33292/meter.v5i1.371
<![CDATA[Penelitian ini bertujuan untuk mengembangkan dan menguji validitas serta reliabilitas instrumen penilaian karakter siswa sekolah dasar berdasarkan 18 nilai karakter yang ditetapkan oleh Kemendikbudristek. Instrumen diuji pada 258 siswa di Kecamatan Pandak, Bantul, menggunakan metode Confirmatory Factor Analysis (CFA) dan Aiken's V. Teknik pengambilan sampel yang digunakan adalah purposive sampling. Hasil analisis menunjukkan bahwa seluruh item memiliki validitas yang tinggi dan reliabilitas yang sangat baik, dengan nilai Cronbach's Alpha sebesar 0,902. Penelitian juga membandingkan dua metode penghitungan, yaitu dengan scaling dan tanpa scaling, dan ditemukan bahwa perbedaan metode tidak berpengaruh signifikan terhadap validitas instrumen. Temuan ini mengindikasikan bahwa instrumen dapat digunakan secara efektif tanpa proses scaling. Simpulan dari penelitian ini menyatakan bahwa instrumen yang dikembangkan telah memenuhi kriteria valid dan reliabel serta sesuai untuk digunakan dalam mengukur karakter siswa secara akurat. Disarankan agar instrumen diuji lebih lanjut pada tingkat kelas lain dan dianalisis dengan metode tambahan guna meningkatkan kualitas instrumen. Validity testing of elementary students' character assessment instrument using CFA and Aiken’s V Abstract: This study aims to develop and evaluate the validity and reliability of a character assessment instrument for elementary school students based on 18 character values established by the Indonesian Ministry of Education and Culture. The instrument was tested on 258 students in Pandak District, Bantul, using Confirmatory Factor Analysis (CFA) and Aiken’s V. A purposive sampling technique was employed. The results showed that all items demonstrated high validity and excellent reliability, with a Cronbach’s Alpha of 0.902. The study also compared two scoring methods—with and without scaling—and found that scaling did not significantly affect the instrument’s validity. These findings support the effective use of the instrument without scaling. In conclusion, the developed instrument meets the criteria for validity and reliability and is suitable for accurately measuring students’ character. It is recommended that the instrument be further tested at different grade levels and analyzed using additional methods to enhance its quality.]]>
